islamic guidance and counseling journal how to cite : haryati, a. (2018). personal integrity of islamic counselor on professional ethics commitment. islamic guidance and counseling journal, 1(1), 11-16. https://doi.org/10.25217/igcj.v1i1.191 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj personal integrity of islamic counselor on professional ethics commitment asti haryati institut agama islam negeri bengkulu, indonesia astiharyati91@gmail.com article information: received january 10, 2018 revised january 17, 2018 accepted january 26, 2018 keywords: islamic counselor, commitment, professional ethics. abstract a system, method, technique, or scientific competence will not be efficient as long as it is not done by a counselor who has a personal quality and integrity. ethics, behaviors and good personality which appropriate to islamic sharia values should be improved to make a qualified islamic counselor. an islamic counselor with integrity means an honest person with a strong character, including consistency in all actions. a counselor who has integrity toward commitment will be able to show a good performance on duties and accordance with the authority within the value and professional ethics. in this article, author will attempt to describe what is personal of counselor that can support the effectiveness of the guidance and counseling services, the professional ethics of counselor that provided by the guidance and counseling profession organization, and personal integrity that can be seen from the words and actions that counselor do in the daily life. introduction a research that provided the survey data of the general population, counselors and counselor educators indicate that spiritual and religious issues are therapeutically relevant, ethically appropriate and potentially significant topics in counseling and counselor education (hanin hamjah & mat akhir, 2014). it is should be considered by the party who involved in developing guidance and counseling as a new paradigm or islamization of science, eventhough, dilemmas and opportunities are raised in attempts to formulate an islamic guidance and counselling paradigm (abdullah, 2009). islamic counseling basically giving assistance toward clients to achieve and implement a balance in life. islamic counseling is a "helping" activity, it is said to be helping because, in essence, it is the counselee self who needs to live according to god's guidance (the straight path) for their own prosperity (sutoyo, 2013). in other word, the implemetation of guidance and counseling should based on islamic values in conjunction with the al qur’an and hadith from muhammad (peace be upon him – pbuh) (inayat, 2001). because the position of the counselor is helping, and the consequences of the individual himself must actively learn to understand and simultaneously implement the guidance of islam. the personality of counselor can determine the form of relationship between counselor and counselee, the form of problem-solving quality and the decision of alternative problem solving (munir, 2010). thus, the counselor is someone who has the ability to provide counseling services based on professional standards. recognizing the professionalism of islamic counselor cannot be separated on the recognizing academic qualifications, fulfillment of performance standards, and compliance requirements professionalism and concerning the values of islamic morality. mailto:astiharyati91@gmail.com personal integrity of islamic counselor on professional ethics commitment 12 islamic guidance and counseling journal vol. 1, no. 1, pp. 11-16, january 2018 islamic counselor assumed as a person who will guide the counselee to achieve certain goals, then in this relationship is needed the integrity of professional ethical commitment that must be owned by islamic counselor. ethical issue, integrity is considered as honesty and truth which is the accuracy of one's actions. thus, islamic counselor must have the integrity of professional ethics which in essence will encourage the formation of a person who could resist the temptation and all forms of intervention, by promoting the demands of conscience to uphold truth and justice, and always trying to do his duty according to the professional ethics of islamic counselor to achieve counseling goals. in addition, it is important to considering cultural competence and sensitivity within the multicultural society especialy in muslim clients (graham, bradshaw, & trew, 2009). the appropriate way for islamic counselor is to incorporate islamic values and ethical in professional counseling. social religiosity and spirituality is very strongly correlated with personal religiosity and spirituality (zayed, 2017). thus, a counselor should consider how to interact appropriately with the environment and the society. this paper will describe issues are which related to the personal integrity of islamic counselors to their commitment to professional ethics. the discussion will begin with a personal of islamic counselor, it will be continued with professional ethics, and ended with the problem of how to develop it in everyday life. discussion personal of islamic counselor from the perspective of islamic guidance and counseling is within the realm of da'wah and communication, it is about how the counselor acts as a preacher who delivers a message to his counselee in order to make counselee have certain attitudes and behaviors. islamic counselor needs to pay attention to factors that can support the success of the service. the persona of the counselor is a supporting success among the factors. it is the foundation of islamic counselor shaping the competence of the counseling. islamic counselor should have a good personality. the quality of the counselor is all the criteria of excellence, including personal, knowledge, insight, skills, and values that will facilitate him in carrying out the counseling process to achieve the goal successfully and effectively (wilis, 2007). quality of behaviors are needed to become a counselor, the list bellow aspects of counselor personal life, 1) curiosity and concern, 2) listening ability, 3) loving to talk, 4) empathy and understanding, 5) hold back emotions, 6) introspection, 7) capacity of self-denial, 8) tolerance of intimacy, 9) abling to rule, 10) able to laugh, 11) intellectual competence, 12) energy, 13) flexibility, 14) supporting, 15) goodwill, and 16) self-awareness (gladding, 2012). therefore, individuals who decided to be involved in counselor profession must be able to adapt all forms of counselor personality above in order to achieve effective self-qualities. some research of counseling experts have found that the effectiveness of counselors is largely determined by the quality of personality. in general, according to the results of the research, especially in indonesian context, some characteristics of personality that counselor needs to possess are as follows, 1) faithful and cautious, 2) loving people, 3) skilled in communicators, 4) good listener, 5) having a wide range of knowledge, especially about human insight and socio-cultural, 6) becoming a competent resource person, 7) flexible, calm, and patient, 8) mastering skills and techniques, 9) having intuition, 10) understand the professional ethics, 11) respect, honest, genuine, respectful, and unappreciative, 12) empathy, understanding, accepting, warm, and friendly; 13) facilitators and motivators, 14) stable emotions, clear mind, quick, and capable, 15) objective, rationale, logical, and concrete, and 16) consistent and responsible (wilis, 2007). the counselor who does not have asti haryati 13 islamic guidance and counseling journal vol. 1, no. 1, pp. 11-16, january 2018 skill in communication often labelled the counselee, consequences of this act is very dangerous to the sustainable of the counseling sevices (kushendar & maba, 2017) while the personal criteria of this islamic counselor are 1) the islamic counselor should be the person who controls the material especially in the matter of islamic religious knowledge, so that his knowledge is sufficiently relating to religious matters, 2) an islamic counselor should be a person who practices islamic values well and consistently, reflected through faith, piety, and religious practice in daily life, 3) an islamic counselor as much as possible is able to transfer the rules of islamic values broadly relevant to problem of the counselee, 4) an islamic counselor should master the right methods and strategies, 5) islamic counselors have good personalities as role models in behavior, 6) islamic counselors should master the field of psychology in an integral manner (munir, 2010). meanwhile, the association of indonesian guidance and counseling professions (abkin) formulated that one of the components the standard of competence that must be imbued and owned by the counselor is to develop personally and professionally sustainable, which includes, 1) believer and fear to god the almighty, 2) showing integrity and stability of a strong personality, 3) having self-awareness and commitment to professional ethics, 4) implementing collaboration at the internal job and externally between profession, and 5) taking a part in the professional organization and activities in guidance and counseling (abkin, 2007). thus, from what is expressed by the experts above, hinted that an islamic counselor should have effective personal qualities from the side of islamic sharia and moral values of counseling and able to be a good examples for the counselee. it shows that the counselor's personal qualities to be a determinant factor for the attainment of counseling in addition to knowledge about behavioral dynamics and therapeutic skills in counseling. the counselor must be continuously trying to develop and control himself. he must understand the shortcomings and prejudices to themselves, which may affect its relationship with others and result in low quality of professional services as well as harm the counselee (hidayah, elia, boli, & hambali, 2017). the counselor capable to show commendable attitudes and emphasizing in counseling sessions, as following, 1) repentance, 2) patience, 3) gratitude, 4) trust in god, 5) acceptance, 6) meditation, 7) reflection, and 8) remembering death (hanin hamjah & mat akhir, 2014). the counselor able to see the mistakes that has been made in the past then try to avoid the same mistakes in the future, through unconvenient times but able to passed without complaining, always thankful, surrender to god for whatever happened, consenting to receive everything the unwanted, focus on mind to achieve clear mentally and emotionally, casting back to valued what have been done, and remember the life in the world is temporarily. despite already having a professional code of ethics that the reference for counselee protection, for islamic counselors there is nothing wrong if in itself also add the characteristics of the counselor who perceived necessary for the activities of counseling to improve the quality of persona and the competency of the counseling. professional ethics in counseling from the perspective of etymology (origin of the word), the term ethics comes from the latin word "ethicus" and in greek is called "ethicos" meaning habit (rismawaty, 2008). ethics in islam is as an instrument of infinite and great value that not only contains the attitude, the normative behavior, that is in the form of human relationship with god (faith), but the manifestation of human relationship to god, man and the universe from the perspective of historicity (mudlor, 1993). in the indonesian code of ethics counseling profession, the foundations are 1) pancasila, considering that counseling profession as a service for humanity in order to educating the responsible citizen, and 2) profession demands, considering the needs and wellbeing of the personal integrity of islamic counselor on professional ethics commitment 14 islamic guidance and counseling journal vol. 1, no. 1, pp. 11-16, january 2018 counselee regarding the norms (wiyono, 2003). therefore, the counselor should possesed the insight, knowledge, skills, values and attutudes which has been mentioned above. the basic principle of ethics which is part of a grant that serves to improve the ethics of counselor toward a professional level. these basic principles are described as follows (ishak, amat, & bakar, 2012); 1) autonomy, this principle shows the freedom of a counselee to choose their own direction, 2) nonmalfeasance, a professional counselor should strive to avoid harm counselee of a counseling process, whether physical, emotional, and psychological, or a potential client's offensive behavior, 3) beneficence, this principle explains that through the counseling process is able to produce a better condition for the counselee, 4) justice, this justice means that every counseling process undertaken to each counselee must be the same, regardless of any factor, 5) fidelity, fidelity means that a professional counselor must give a true promise and not give a false promise that it must be committed to those they serve. applying all these fifth principles to achieve the professionalism of a counselor is not an easy work, especially to counselees from multiple cultures. professional ethics of counselor which becomes behavioral rules to be the reference for the counselor in carrying out his duties and responsibilities in providing guidance and counseling services for counselees. personal integrity of counselors on professional ethics commitment integrity is a complex concept with alliances to conventional standards of moralityespecially those of truth telling, honesty, and fairness-as well as to personal ideals that may conflict with such standards (mcfall, 1987). in other words, integrity is the principle of being principled, practicing what one preaches regardless emotional or social pressure, and not allowing any irrational consideration to overwhelm one’s rational convictions (becker, 1998). he emphasizes, two aspects of integrity. first, it requires acting in accordance with rational values, second, accordance not with any value system but with a morally justifiable (becker, 1998). counselors with integrity that they are recognized as an honest person and strong character. after considering the definition which provided by some people who expert in defining integrity, author could concluding that the integrity is a concept related to consistency in actions, values, methods, measures, principles, expectations and the resulting things. the fact shows that a system, method, technique, or scientific competence is powerless as long as it is not done by a counselor who has personal qualities and integrity. therefore, the counselor must have integrity in carrying out his profession. thus, in developing personal of counselors with integrity in professional ethical commitments, it should consider. first, character who personally directed to achieve quality of human being and religiousity which suits with islamic sharia, to fix personal life where to find and feel the meaning of life in everyday life, whose thought consist with useful knowledge, his heart filled with faith, islam, and charity, attitudes and behavior that realization of islamic values associated with good counseling and solid, his temperament is commendable, and counselees could produce faith, independence, high morale, peace, and love, remind to uphold a code of ethics in counseling. as said that professional islamic counselor should concern the following three areas to be an effective person and make a difference in career or performance (al-rabae, 2009); 1) counseling philosophy, based on a world-view of counseling that makes the counselor unique from others in action and performance, 2) moral values in human life, awareness of islamic values related to the counseling philosophy that expresses as the difference of the views of islamic counselors from the role of "helper", 3) code of ethics counseling, the code of ethics conforms to the counseling philosophy and is supported by the moral values of the counselee to be effectively realized. in order to make an islamic counseling, in addition sufistic guidance asti haryati 15 islamic guidance and counseling journal vol. 1, no. 1, pp. 11-16, january 2018 and counseling effectively the counselor should possesed four qualifications, 1) religion qualification, 2) education qualification, 3) knowledge qualification, and 4) behavior qualification (sutoyo, 2017). secondly, there are many efforts that can be made to make the counselor integrity in professional ethical commitment, from the formal path through workshop activities, seminars, or other scientific activities or informally through other publications. this activity can improve knowledge and skills as well as improve professional counselor's attitude. the following table shows what a islamic counselor should possessed in order to become a islamic counselor with personal qualities and integrity. no aspects the points 1 effective self-qualities faithful, loving people, good listener , empathy , tolerance, flexible, honest, consistent, responsible, respect, objective and professional. 2 professional ethics autonomy, non-malfeasance, beneficence, justice, and fidelity. 3 personal integrity consistency in actions, values, methods, measures, principles, expectations and the resulting things. table 1. qualities and integity of islamic counselor conclusion firstly, islamic counselors must have an effective personal quality in terms of islamic sharia and moral counseling and then can be a good example for the counselee. secondly, the personal integrity of the counselor who has an awareness of professional commitment has the ability to explain and manage personal and professional strengths and limitations. thirdly, building counselors with integrity in professional ethical commitments counseling should consider, character who is personally a counselor should be directed oriented to achieve quality of human being and religious spiritual suit islamic sharia, fixing personal life who is able to find and feel the meaning of life in everyday life, thought is filled with useful knowledge, heart filled with faith, islam, and charity, attitudes and behaviors are realizations of islamic values associated with good counseling and solid, his temperament is commendable, and counselees could produce faith, independence, high morale, peace, and love, reminding to uphold a code of ethics in counseling. second, the formal path through workshop activities, seminars, or other scientific activities or informally through publication on the mass media of television, radio, newspapers, magazines, and other publications. references abdullah, s. (2009). islamic counselling and psychotherapy trends in theory development. retrieved march, 10, 2012. abkin. (2007). penataan pendidikan profesional konselor dan layanan bimbingan dan konseling dalam jalur pendidikan formal. jakarta: depatemen pendidikan nasional. al-rabae, a. (2009). muslim counselors and the western code of ethics. دراسات نفسية وتربوية , 2(1 ,)1–56 . becker, t. e. (1998). integrity in organizations: beyond honesty and conscientiousness. academy of management review, 23(1), 154–161. gladding, s. t. (2012). konseling profesi yang menyeluruh. jakarta: indeks. personal integrity of islamic counselor on professional ethics commitment 16 islamic guidance and counseling journal vol. 1, no. 1, pp. 11-16, january 2018 graham, j. r., bradshaw, c., & trew, j. l. (2009). addressing cultural barriers with muslim clients: an agency perspective. administration in social work, 33(4), 387–406. hanin hamjah, s., & mat akhir, n. s. (2014). islamic approach in counseling. journal of religion and health, 53(1), 279–289. https://doi.org/10.1007/s10943-013-9703-4 hidayah, m. r. n., elia, e. f. z., boli, f. b., & hambali, l. i. (2017). komitmen pada kode etik profesional. jakarta: kementrian pendidikan dan kebudayaan direktorat jendral guru dan tenaga kependidikan. inayat, q. (2001). the relationship between integrative and islamic counselling. counselling psychology quarterly, 14(4), 381–386. https://doi.org/10.1080/09515070110101478 ishak, n. m., amat, s., & bakar, a. y. a. (2012). counseling professional ethics from viewpoint of counselor educators. kushendar, k., & maba, a. p. (2017). bahaya label negatif terhadap pembentukan konsep diri anak dengan gangguan belajar. nidhomul haq: jurnal manajemen pendidikan islam, 2(3), 95–102. mcfall, l. (1987). integrity. ethics, 98(1), 5–20. https://doi.org/10.1086/292912 mudlor, a. (1993). etika dalam islam. surabaya: al ikhlas. munir, s. (2010). bimbingan dan konseling islam. jakarta: kreasindo media cita. rismawaty. (2008). kepribadian dan etika profesi. yogyakarta: graha ilmu. sutoyo, a. (2013). bimbingan dan konseling islam (teori dan praktik). yogyakarta: pustaka pelajar. sutoyo, a. (2017). model bimbingan dan konseling sufistik untuk mengembangkan pribadi yang ‘alim dan saleh. konseling religi : jurnal bimbingan konseling islam, 8(33). wilis, s. s. (2007). konseling individual teori dan praktek. bandung: alfabeta. wiyono, b. d. (2003). ekspektasi kinerja konselor. zayed, t. m. (2017). conceptual and practical understanding of counseling in islam. mojc: malaysia online journal of counseling, 2(1). retrieved from https://ejournal.um.edu.my/index.php/mojc/article/view/5560 copyright holder : © haryati, a. (2018) first publication right : © islamic guidance and counseling journal this article is under : islamic guidance and counseling journal how to cite : indri m., d. b. (2018). implementation of spirituality-crisis counseling to reduce early childhood trauma. islamic guidance and counseling journal, 1(1), 25-32. https://doi.org/10.25217/igcj.v1i1.194 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj implementation of spirituality-crisis counseling to reduce early childhood trauma dwi bhakti indri m. institut pesantren kh. abdul chalim mojokerto, indonesia indrifaith@gmail.com article information: received january 11, 2018 revised january 18, 2018 accepted january 28, 2018 keywords: spirituality, crisis counseling, traumatic, early childhood. abstract events that left deep wounds has the potential to make people experiencing trauma. this matter cannot be separated in early childhood. trauma in early childhood affects many different aspects of the development, both cognitive development, motor and socio-emotional. spirituality-crisis counseling is a counseling service in the form of play therapy which integrated with the element of spirituality in its intervention. the goal is to reduce traumatic early childhood. there are five phase of spirituality-crisis counseling, among others initial phase, transitional phase, activity phase, termination phase, evaluation and follop up phase this article attempts to explain the urgency of spirituality-crisis counseling in reducing traumatic early childhood. introduction earthquake and tsunami were occurred in aceh 2004, around 7:58 pm, a magnitude 9.1 on the richter scale (sr) hit aceh, west coast peninsula of malaysia, thailand, the east coast of india, sri lanka, furthermore the east coast of africa, then a few minutes later, tsunami wave crashing with devastating (gunawan, 2014). these events resulted in hundreds of thousands victims in indonesia and citizens of other countries. in addition, there are other data whereas indonesian citizens, we are still remember the earthquake in yogyakarta in 2006, when the clock shows the number 5:53 pm, the earth shook terrific. the earthquake occurred just 57 seconds, but the impact was huge. humans were lying on the roadside. people hurt and killed, the most victims are in bantul, several studies have shown that children prone to trauma victims (rohmadheny & yudiari, 2015). associated with traumatic, there is a variety antecedent of the condition trauma. in addition to natural disasters, violence. according to the who violence is the use of physical force and power, threats or acts of self, individual or group of people or community that resulted or might cause bruising or injury, death, psychological harm, abnormal development or deprivation. in addition, seto mulyadi (chairman of the national commission for the protection of children) stated that monitoring and conversations with many parents, she guessed 50-60 percent of parents do violence on children (kompas, june 29, 2003). ministry of social affairs also noted that as many as 43,708 children suffered physical violence spread across 27 provinces (perempuan, 2013). associated with the breakdown of some of the above data, natural disasters, violent psychological and physical violence has the potential to leave deep wounds, including traumatic childhood. this traumatic is not only experienced by adults but also experienced by younger children. according to (nawangsih, 2016) the victims are in a state of very quiet, very scared, never-ending anxiety, and become prone to panic. this matter will have a negative impact on children's development is complex if not given proper and prompt mailto:indrifaith@gmail.com implementation of spirituality-crisis counseling to reduce early childhood trauma 26 islamic guidance and counseling journal vol. 1, no. 1, pp. 25-32, january 2018 intervention. children with anxiety should receive assistance to overcome their issue (maba, 2017). counseling services can be provided as an intervention for children who have experienced traumatic. counseling is a process of communication between counselor and counselee in an atmosphere of professional relationships by applying the techniques of counseling so that the counselor can help the counselee to address the problems being faced by the means at counselees have (strauser, lustig, cogdal, & uruk, 2006). different types of counseling service forms, one of which is a crisis-counseling. crisis counseling is appropriate given to children who experience traumatic event. this matter, due to the problems they are experiencing traumatic need as soon as possible to overcome. that problem is identical to the constraints on the development of children in a comprehensive manner. in this article, we will clarify one form of services crisis-counseling that are integrated with spirituality as an attempt to overcome or reduce traumatic for children. method author utilize content analysis method, this method attempt to organize and well ordered descriptively all concept related to the study to analyze the data. content analysis method conducts a deep description of content, written information or printed in mass media (arikunto, 2006). data were collected with documentation method by gathered some article related to the study (sugiyono, 2011). the contents were analyzed in this study are related to trauma, counseling, spirituality, childhood, and playtherapy. after the data above have been described and analyzed, the author attempt to presenting an innovative method in order to reduce early childhood trauma with spirituality-crisis counseling. result and discussion trauma trauma is the events which involve individuals in the show with an incident that allowed him injured or die so that it appears the feeling of terror and despair (strauser et al., 2006). trauma is an injury whether physical, physical and psychological. trauma can cause anxiety disorder (chaplin, 2001). meanwhile, according to (goleman, 2000) that the trauma patients experience changes limbic circuitry centered on the amygdala. so that trauma is an event that involves the individual result of an incident that may affect the physical, physical and psychological. there are three kinds of major symptoms of trauma are: re-experiencing or recalling (corrigan, selassie, & orman, 2010). trauma victims generally continue to experience or relive their trauma in the form that has bad memories such as images, perceptions, and thoughts related to the trauma, nightmares about an event, felt that the event will recur, physical symptoms such as sweating, heart beat faster, difficulty breathing when reminded of the traumatic event. counseling crisis-crisis is a state of disorganization purpose of life or the life cycle of early childhood disorders and deep states. according (geldard & geldard, 2011) crisis claimed the dangers which one of the causes of natural disasters such as earthquakes, hurricanes, floods, volcanic eruptions, tsunamis hurricanes. four stages of counseling skills crisis is as follows: (1) assess or determine the current condition and the severity counselees problem; (2) the counselor then must decide what kind of counseling is most needed at this time based on the assessment of skills counselees adjustment; (3) act directly in the implementation of counseling; and (4) monitoring counselees real action to implement the results of counseling with real action in everyday life (brammer & abrego, 1981; carkhuff, 2008). crisis counseling is unique and contributes, among others: this approach provides the advantage of being short and direct, this approach uses the object and purpose as simple as the nature of dwi bhakti indri m. 27 islamic guidance and counseling journal vol. 1, no. 1, pp. 25-32, january 2018 sudden and/or traumatic, this approach took place at a greater intensity than other forms of counseling usual, is more traditional (rahayu, 2016). one form of crisis counseling services the right to apply for early childhood trauma minimize disaster victims is play therapy. spirituality spirituality is often equated with religion (mulyadi, 2016, 2017). however, there are differences between spirituality with religiosity. spirituality is a human experience find meaning, purpose, and values, which may or may not, include the concept of god or transcendent beings (plumb, 2011). the subject is reinforced by the notion that spirituality is a process of personal experience that aims to find something sacred in life and is an attempt to communicate with the lord (thoresen & harris, 2002). childhood in early childhood, the child wants to play, exercise groups, browsing, asking, imitating and creating something. at this time, the child has made remarkable progress in the skills to help themselves and the skills to playing (mulyadi, christiana, muhari, & wiryo nuryono, 2013). with such characteristics, learning interesting and fun for children is always "wrapped" with games, singing and dancing a jovial mood. not learning the approach that is filled with tasks that are heavy, especially with the level of knowledge, skills and habituation are not simple anymore as compelling to read, write and count with all the homework that unable to done by children (riyanto & handoko, 2005). by playing, children have the opportunity to explore, discover, express, create, and learn fun (johnson, 2013). experts agree that children must play in order to achieve optimal development. without playing, children will be problematic in the future. because of the play, children acquire the ability to control body, objects and social skills (asmani, 2010). in fact, according to moleong, playing is the most appropriate means for children to explore their world. the method of play(play therapy)becomes a tool for counselors to deal with the problems of children through counseling services, including in this case is a matter traumatic early childhood (saputra & setianingrum, 2016). playing is also able to develop selfconfidence and social skills (erikson, 1963). spirituality-crisis counseling to reduce traumatic childhood experience development owned early childhood is very rapid. the development covers various aspects, including cognitive, psychomotor, socio-emotional and so forth. however, this valuable opportunity may be hampered by the existence of psychological distress, such as traumatic. one of the efforts in reducing traumatic experienced by younger children is to implement crisis-counseling. there are various forms of crisis counseling. if adjusted to the stage of early childhood development, form, crisis counseling proper ie play therapy. (saputra & setianingrum, 2016) states that the method of play (play therapy) can be a tool for counselors to deal with the problems of children through counseling services, including in this case is the issue of early childhood traumatic disaster victims. method of playing can be a media guidance and counseling services that appeal to young children because of the characteristics of early childhood that are still in play. according to landerth (rohmadheny & yudiari, 2015) play therapy counseling is recommended as a medium for playing a child's natural expression. the deeper analysis of children who experience traumatic, there is a view of strengthening. the necessary design specific interventions for children who experience ptsd ie play therapy techniques (nawangsih, 2016). play therapy is one of the techniques of cognitive behavior therapy.regarding this, there is various research reveals that cognitive behavior therapy is integrated with spirituality is more effective than cognitive behavior therapy conventional (berk et al., 2015; koenig et al., 2015; pearce et al., 2015). the first psychiatrist who introduced the spirituality in his writings, namely scott peck (lines, 2006). according to richards and bergin (lines, 2006), implementation of spirituality-crisis counseling to reduce early childhood trauma 28 islamic guidance and counseling journal vol. 1, no. 1, pp. 25-32, january 2018 prescription spiritual counseling strategies, that god exists, man is created by god and is influenced by spiritual forces. the phase of spirituality-crisis counseling (wibowo, 2005; homeyer & morrison, 2008; gibson & mitchell, 2011; gladding, 2012; corey, 2012), among others: initial phase at this phase, there are several things that need to be emphasized, namely (a) fostering good relations, (b) self-inclusion, (c) agenda, (d) group norms, and (e) extracting ideas and feelings. fostering good relationships, that efforts to reach rapport relationship between group members in order to know each other, empathy, and mutual respect. self-involvement means the counselor's effort in creating rapport with members. agenda, short and long term determination. group norms, attempts to explain the purpose and procedure of group counseling. while extracting ideas and feelings, efforts in the achievement of commitment together and explore ideas and feelings that may still block. transitional phase it is an effort to foster interpersonal relationships (members) so that group members are ready to run the activities at a later stage. this stage can be continued to the phase of activities are very dependent on the readiness of group members. not possible, the transition phase is repeated after the phase of activities if the group members have not been able to trust each other completely. activity phase at this phase, group members are directed to implement play therapy that has been planned by the counselor. implementation of this play therapy is integrated with spirituality through a manualized approach. the process of integrating spirituality into play therapy is on the aspect of reflection or the termination stage. play therapy is an effective means of responding to the mental health needs of young children and is accordingly accepted as a valuable and developmentally appropriate intervention. meanwhile, spirituality is an effective approach to be great moslem child or people. termination phase at the termination phase, there are several things that can be done by counselors and group members. for example, reflecting on experience, evaluating what has been learned and so on. there are several elements of spirituality that can be described briefly, as follows: surely with difficulty is ease. with difficulty is surely ease. (qs. ash sharh: 5-6) evaluation and follow up phase at the evaluation and follow-up phase, it consists of three parts. namely, process evaluation, evaluation of results and follow-up. associated with the evaluation of results, there are some things to focus on, such as new understanding, effects of activities, weakness, strength and so on. related to the evaluation of the process, for example between the suitability of the program and implementation, obstacles, support and so on. while the followup is the implementation of the results of planning after the evaluation, both evaluation process and evaluation results. conclusion there is the most visible negative impact on early childhood trauma is the inhibition of development in various aspects. one of the efforts to do to reduce childhood trauma is using play therapy integrated with spirituality. with the crisis counseling services form of play therapy and integrated with the value of spirituality, the author expected this treatment could reducing trauma in early childhood. there are five phases of spirituality-crisis counseling, among others initial phase, transitional phase, activity phase, termination phase, evaluation and follop up phase. each phase has it’s own characteristic and should be passed before another phase. dwi bhakti indri m. 29 islamic guidance and counseling journal vol. 1, no. 1, pp. 25-32, january 2018 reference arikunto, s. 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(2018) first publication right : © islamic guidance and counseling journal this article is under : the role of counselor persona in understanding adolescents crisis of identity 32 islamic guidance and counseling journal volume 1 issue 1 january 2018 islamic guidance and counseling journal how to cite : rosalin, h., sunawan, & purwanto, e. (2018). improving career planning using website-based career information service. islamic guidance and counseling journal, 1(2), 62-68. https://doi.org/10.25217/igcj.v1i2.239 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj improving career planning using website-based career information service hotma rosalin 1 , sunawan, edy purwanto universitas negeri semarang, indonesia hotmarosalin@yahoo.co.id 1 article information: received march 29, 2018 revised april 17, 2018 accepted july 10, 2018 keywords: career planning, website-based, career information service. abstract career is a life long process. this study aims to improve the career planning of senior high school students in tarakan city through information career services assistance through the website.the experimental design used in this research is quasi-experiment in the form of one group pretest-post design. the career planning scale consists of 45 items with 5 falling itemsand 0.875alpha coefficient. this study involved 35 students as an experimental group selected by purposive sampling.the result of this research is career information service the website-assistedeffectively improve the career planning of high school students in tarakan city (10,094, p <0.01). introduction careers are a lifelong process, chosen and determined to go through a process that not only takes into account the personal strengths and weaknesses of individuals but focuses on the extrinsic aspects of satisfaction in choosing jobs such as money, status and working conditions(nathan & hill, 2005). ginzberg's development theory (bruder, 2010) mentions that senior high school students are at a tentative stage where students should be able to think or plan their careers based on their interests and values or potentials. career planning is one of the most important aspects of individual career development. skills in making decisions are the main goals in career planning that every individual should take. experience in the field shows that there are still many students who are confused about choosing majors or study programs that will be entered especially for senior high school students. some students make career plans based solely on their wishes and desires without considering their abilities, even where students submit career options to peers or others. research conducted budiamin (2002)in bandung regency explains that as many as 90% of learners said still confused in choosing a career in the future and 70% of learners declare future plans depending on the parents(abavian, 2013). seeing that fact, to determining the right career and in accordance with the talents, interests, intelligence levels, and values of life owned by students need to be planned first. student career planning is not just a job he holds, but a job that really suits his potential. some students plan their careers unrealistically. they make career plans based solely on their willingness and desire without considering their abilities. the phenomenon of low career planning experienced by students is one of the impacts of less optimal implementation of guidance and counseling services. responding to the phenomenon there needs to be cooperation between counselors with all stakeholders. mailto:hotmarosalin@yahoo.co.id1 hotma rosalin, sunawan, edy purwanto 63 islamic guidance and counseling journal vol. 1, no. 2, pp. 62-68,july 2018 counselors should work together to help students with low career planning. it is important for students in career planning before students finally make career decisions. one form of service that can be provided is a career information service to improve career planning. in the information era now, the internet is the most popular media in social relations, education, work, science, and much more, it is unfortunate when the media is left alone, while in fact, this is the most widely used media, has been proven from the demand for sim card access prepaid continues to increase, home network demand, and the availability of wifi networks in every place that is more comprehensive. this is a problem and also a very good potential, will be a problem when users have no protection and services that lead to positive things then it can make the students as users fall into the negative and misleading things, but this is the most potential medium in providing various services and can be used in the provision of information career services. of the various information technology products, website is the most interesting, creative, and innovative product for students because, in a website, students will get a variety of information complete with a creative and innovative display, so that will increase the interest of learners, and media of this website will be very suitable applied to increase student interest. research by abiyose, blessing, & ganiyu (2015) suggests that students' high interest in the use of websites because students can independently online, can obtain various information in both educational and career information. students can access the various information provided by guidance and counseling teachers through the website. this is in line with the statements by van horn & myrick (2001) in the scope of computer technology school counseling services such as websites can be used to obtain various information relating to various universities, professions, to manage counseling interventions, to build relationships from various cities and countries, and to receive education and monitoring. therefore, to help learners increase interest, school counselors are required to be able to create creative and innovative career information services with the help of websites. empirically, career information services are effective in improving career planning but no research has been found that describes career based information services of a particular approach to improve student career planning. in addition, giving changes to students in helping the mindset of students to the views in the career direction of career choices that enter the world of education and the world of work (klaus, 2010; mabula, 2012; ummah, 2013; witko, bernes, magnusson, & bardick, 2009). implementation of career information services involving website assistance allows career information services to be carried out easily and indefinitely because it can be implemented anywhere. because with the help of the website, will become more innovative in the implementation of career information services to run more optimal. the website assisted career information service emphasizes on improving student career planning so that students know of their chosen careers and know the career options that match their talents, interests and intelligence levels. this is the foundation for researchers to conduct career-assisted website information services to improve student career planning. method this research is a type of quantitative research that directly test the influence of another variable and test the hypothesis about the different level of career planning before and after given treatment information service assisted care website. the experimental design used in this research is quasi-experiment in the form of one group pretest-post design. the study participants consisted of 35 students of class xii in sma negeri 3 kota tarakan. participants selected by purposive sampling. the experimental design used is one group pretest-posttest design which can be described as follows: improving career planning using website-based career information service 64 islamic guidance and counseling journal vol. 1, no. 2, pp. 62-68,july 2018 group pre test treatment post test experiment o1 x o2 table 1. the experimental design used is one group pretest-posttest design information: o1 : level of career planning on the pre-test. o2 : the level of career planning after being given the treatment of career-assisted website information services. x : treatment is given for 8 days (through 1x reading sessions and through the question and answer room (comments service) available on the website data collection technique in this research is to use career planning scale. the career planning scale consists of 45 items with the falling item 5. the result of the instrument test, the career planning scale item is valid with the correlation index ≥ 0.3 with the alpha coefficient of 0.875. the data obtained were then analyzed using a t-test. results and discussion the condition of career planning of sma negeri 3 kota tarakan students in the experimental group in the high category were 2 students, in the medium category were 14 students while for the low category were 19 students. after getting career information services assisted by the website, career career planning condition increased to high category as many as 26 students and medium category as many as 9 students. measurement experiment (n=35) pretest m 95,69 sd 16,28 posttest m 124,94 sd 10,020 t 1 10,094 p 1 .000 (<0,01) table 2. the result of impact analysis the data were then analyzed using a t-test. the results show that career information services assisted by the website can improve student career planning significantly. of the overall career planning scores of students have increased. from pretest score with a mean of 95,69 and posttest score equal to 124,94. an increased mean score of 29.2 points or 30.6% affected by treatment career information services assisted by the website. based on the analysis of hypothesis data with t value ≤ ttable (1-α), the difference test shows that the number of t value ≤ t table (1-α) with tcount: 10,094, p <0.01. this proves that the value of t arithmetic is greater than t table and based on the value of significance that is greater or equal to 0.05 so it can be concluded that career information services can improve student career planning. this study is intended to test the effectiveness of career information services assisted by the website to improve student career planning. the results of this study indicate that career information services assisted by website effective to improve student career planning. this is evidenced through the effectiveness test results that prove that there is an increase in the pretest score (preliminary assessment) and post-test score (final evaluation). this result is consistent with the study of abiyose et al. (2015) that career information services assisted by websites provided to junior high school students assist students in searching for a variety of advanced educational information that contributes to their career planning. this study presents a career quiz along with its interpretation that will direct junior hotma rosalin, sunawan, edy purwanto 65 islamic guidance and counseling journal vol. 1, no. 2, pp. 62-68,july 2018 high school students to career planning. compared to the findings ofabiyose et al. (2015), then this research performs effectiveness test career information services assisted by the website to improve career planning of high school students in tarakan city. website bkkarirtarakan.com does not present a career quiz but presents various information about the college, provides a worksheet and a specialized career information service for users who want to ask questions. website quality assessment is divided into four, among others, usability quality, information quality, interaction quality and overall. based on the results of product quality assessment by students indicate that the product on the category is very good. the quality of the website in terms of quality of use, display (website pages) is quite interesting by presenting a picture of one of the professions of "business management" so that users understand that the theme of this website related to career. the website can be viewed in a single screen display so as to facilitate the user to see the entire look of the website at once, the design color of the display is very clear by using the majority of light blue color. the blue color is the color associated with positive emotional effects such as relaxation, pleasant feeling, and increased attraction to buy a product (nordeborn, 2013). in addition, the download speed of the display (website page) is quite fast, the picture resolution is quite balanced, the graphic design is tailored to the type of website so it looks attractive, and the image according to the type of website. some materials are given pictures and videos so that the website does not look monotonous. these results indicate that students respond well to the look of the website www.bkkarirtarakan.com and make students interested in using the website to obtain information related to career planning. thus the main feature on the website that gives a good impression of the students on the website in the fulfillment of various information. the results of this study supported by the theory proposed by flavián, guinalíu, & gurrea (2006) argue that appearance (website view) must be considered to achieve the success of a website. the first impression of the look of a website determines the evaluation of website users that will affect perception and behavior. in particular, the aesthetic aspect can affect the level of satisfaction on a website. in addition, the aesthetic look of a website from a website shows the credibility of a website. this is similar to the study by flavián et al. (2006) and chen, wigand, & nilan (1999)suggests that a good or attractive look or design can evoke feelings of joy and positivity so that the level of usability of the perceived website can lead to satisfaction, trustworthiness and high fidelity to the website. then the assessment on the quality of information, the content on the website www.bkkarirtarakan.com very clear, the information relevant to the needs of students ie information about career planning, every material updated and updated in particular include the schedule of implementation of various state universities, the material sourced from articles and various reliable references, having the right information, presenting complete information on job prospects in various faculties and the size of the image provided is quite appropriate. content on the website is developed based on aspects of career planning so that it becomes a guide for students in planning their career. good content of a website is content that can meet the needs of online users provided by the website and should be well organized. in this case, the needs of students is a variety of information related to career planning. the quality of information on the website affects in decision making or other tasks on the users of the website. the better the quality of the information, the more appropriate the decisions taken (istianingsih & utami, 2009). glassberg, grover, & teng (2006) argue that the quality of information affects affective components (user emotions, feelings of satisfaction or dissatisfaction, mood, and user evaluation like likes or dislikes). this is reinforced by the results of the assessment of uca (understanding, comfort, action) in which students stated that feeling satisfied, happy, feel helpful and interested in the website bkkarirtarakan.com because students obtain various improving career planning using website-based career information service 66 islamic guidance and counseling journal vol. 1, no. 2, pp. 62-68,july 2018 information colleges. this is relevant to this research, the quality of bkkarirtarakan.com website information proved to be in the very good category so as to help students improve their career planning. in addition, the assessment of the quality of interaction is in the category of good because the website bkkarirtarakan.com menu available "special career information services" to include e-mail and contact numbers for students to submit questions or comments as a discussion forum so as to create more communities specific through a special career information service. the quality of interaction is considered important for a website as it facilitates two-way communication with its users (fan, yul lee, & in kim, 2013). in this case, the discussion forum through the "special career information service" menu facilitates students independently through online to deliver all their questions. then, bkkarirtarakan.com website presents a "worksheet" menu. the worksheet is done by students via online then the result will be sent via email to admin email. the worksheet is provided for students as a form of students' self-assessment of their career planning. selfassessment is important for students as a basic consideration before they plan and even make decisions for their careers. permadi (2016)suggests that self-assessment is the foundation for all career planning, the individual must know what is desired, the interests, the characteristics of ability and personality itself. self-assessment becomes central and fundamental in one's career planning. career information services provided by guidance and counseling teachers to students can assist teachers' counseling and in providing information related to their career planning (abiyose et al., 2015). websites are used to support the performance of counselors and as a medium to interact with students. websites can be utilized as a media for schools that do not have an allocation of guidance and counseling hours and the capacity of guidance and counseling teachers who are unable to serve the needs of students so that the implementation of career information services can run optimally. from this research and conducted by the researcher, the website gives ease to guidance and counseling teacher in giving various important information related to career and can interact with the student without having to meet face to face with still paying attention to the principles and code of ethics in guidance and counseling. career information service assisted by the website to improve the career planning of students consists of 1 reading session and for the next student to go online with a flexible time to read the various information available on the website bkkarirtarakan.com according to his needs. but for the purpose of service to students, researchers provide a special time to interact directly with the counselor. in this study, the online schedule for the q & a session is conducted from 6 pm to 9 pm. career information service assisted by websites to improve career planning have implications for guidance and counseling teachers. in this case counseling and guidance teachers should be able to fully support the career planning of students in accordance with the needs of students especially in the field of career, this is supported by opinions in research witko et al. (2009) states that the high career needs of students in grade xii related to the information needs of colleges and job prospects have implications for the role of counselors in providing assistance services in the form of providing career information services in helping to improve student career planning. students need counselor information, advice, and direction in assisting them in career planning. the results of this study also aligned with previous research that students are prepared to assist career decisions thus re-emphasizing the importance of career planning (hiebert, collins, & robinson, 2001). thus, teacher guidance and counseling in schools are very relevant in implementing career information services assisted by websites to improve career planning of high school students as it proved its effectiveness through a limited trial. hotma rosalin, sunawan, edy purwanto 67 islamic guidance and counseling journal vol. 1, no. 2, pp. 62-68,july 2018 career information service assisted by website is expected to fully support the improvement of career planning students in the city of tarakan and is expected to further researchers career information service assisted by website model can be generalized to all high school students in indonesia with various levels and implementation of career-assisted information service website model not only through online reading sessions, but career information service assisted by website model can be done by class or by using blended learning method. conclusion this research was conducted to improve career planning of senior high school students of xii sma in kota tarakan through career information service assisted by the website. the results of this study indicate that career information service assisted by websites can improve the career planning of students significantly. this is based on the acquisition of pre-test and post-test scores on the career planning scale after following career information service assisted by the website. more important for guidance and counseling teachers or school counselors to understand the basic concepts of career information services and media guidance and counseling in the form of websites, because the implementation of career information services assisted by websites collaborates between career information services and media guidance and counseling in the form of websites. in addition, it is expected for further researchers to test career information services assisted by websites against other variables and with different samples references abavian, m. 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(2009). senior high school career planning: what students want. the journal of educational enquiry, 6(1). copyright holder : ©rosalin, h., sunawan, & purwanto, e. (2018) first publication right : © islamic guidance and counseling journal this article is under : islamic guidance and counseling journal how to cite : tadjri, i. & chandra, e. k. (2018). the impact of rational-emotive counseling group model to modify the delinquency of javanese students. islamic guidance and counseling journal, 1(2), 81-88. https://doi.org/10.25217/igcj.v1i2.225 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj the impact of rational-emotive counseling group model to modify the delinquency of javanese students imam tadjri 1 , evi kartika chandra 2 universitas negeri semarang, indonesia 1 institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia 2 tadjriimam@yahoo.com 1 article information: received february 25, 2018 revised june 3, 2018 accepted july 17, 2018 keywords: rational-emotive counseling, group setting, juvenile delinquency. abstract a model of rational-emotive counseling group to modify the delinquency of javanese senior high school students in semarang city. delinquency is a maladaptive action with both psycho-individual and psycho-social consequences. the factor that can cause student delinquency is the irrational belief. this research aimed to test the effectiveness of rationalemotive counseling group model in modifying delinquency. this research was conducted using quasi experiment with “patched-up” design. as a whole, the results of the research show that: 1. rational-emotive counseling group model is the result of ret application in a group setting, whose components include: structure, input, process, output, evaluation, and follow-up, 2. rational-emotive counseling group is effective in modifying of delinquency. further research should be conducted on different ethnicities, educational levels, and types of school. introduction in javanese society, parents always hope (digadhang) that their descendants are expected to become people (dadi wong) who according to javanese philosophy is to be human beings who capable to beautify the life of the world (hamemayu hayuning bawana) so that their life is calm and serene (ayem tentrem) as a life characterized by (1) having the ability to serve and unite with gusti (manunggaling kawula gusti), (2) to respect the ancestors and not to bring up the ugliness of parents (mikul dhuwur mendhem jero), (3) to behave with others (hamemayu hayuning bebo), (4) maintaining the honor of self and others (hamemayu hayuning projo), (5) understanding and implementing the honor system (achmadi, 2004; mulder, 1985). if the characteristics are not fully visible then the child is said to have not really become a javanese (durung njawani). the virtue of the “wong jowo” behavior by suseno (magnissuseno, 1984) was packed in a term “ethics” which means “the whole norm and the appraisal of the people is used by the society to know how human should live the life”. the above description is the criterion or standard of javanese behavior (pakem) that is inherited and maintained from generation to generation through conversation (language), ceremonies, arts, customs and symbols, accompanied by strict discipline without arguing (without reserve) and with respect for the elderly. such cultural inheritance can be interpreted as coercion which results in disturbance of young people's emotions and cognition as well as creating maladaptive behavior that harms themselves or their environment. the most vulnerable group of people to fail in maintaining and developing their cultural lands is 5 mailto:tadjriimam@yahoo.com the impact of rational-emotive counseling group model to modify the delinquency of javanese students 82 islamic guidance and counseling journal vol. 1, no. 2, pp. 81-88, july 2018 adolescent. high school students are individuals who are in the growth stage of adolescence which is a critical growth stage and have a tendency to be wrong (maladaptive). one form of maladaptive behavior is a misbehavior characterized by anarchic, depressive, and aggressive actions. data of juvenile delinquency in central java in 2004 reached 8,316 people; 70% of them were sent to homes or rehabilitation sessions, while 24% were sentenced by juvenile court to jail, and 6% were sent to juvenile prison (suwito, 2005). the perpetrators of juvenile delinquency are in part as students who are still actively attending the learning process at school. according to the monitoring, the number of delinquency continues to grow, each year reach about 3.5% (herlina, 2005). the factual condition in school shows that most students who behave mischievously on high school in semarang do not realize that their actions can have negative consequences for themselves and their environment. this is revealed from the results of “short question” which submitted to 100 high school students in semarang city showed that: 37.5% of respondents stated that adolescents life is full of turmoil but does not mean that adolescents always behave mischievously. but the respondents also stated that javanese culture is difficult, even 53% of students declare school rules are not on the side of adolescent life but rather the preservation of javanese culture. 78% of respondents also stated that the philosophy of javanese culture burden the adolescents. respondents also stated javanese culture is adhi luhung culture then it is better that adolescents get a better position in life in society. the data indicated that javanese high school students in semarang city are adolescents who feel burdened by their javanese culture, so they tend to behave defiantly from the culture that taught by their family and they tend to think irrationally about javanese cultural values. this condition needs to watch out for if the irrational mind is allowed to develop in adolescents, it is feared that it will bring bad consequences in the future life. here is the importance of research in order to know exactly how the behavior of javanese high school students and how to deal with deviant behavior of javanese high school students. the research is compacted in the theme: “the effectiveness of the rational-emotive counseling group model to modify the mischievous behavior of javanese high school students in semarang city?”. the objectives of this study were to: (1) obtain an effective rationalemotive counseling group model to modify adolescent misbehavior, and (2) to identify the effectiveness of rational-emotive counseling group in modifying adolescent misbehavior. the hypothesis proposed in this research is “rational-emotive counseling group model is effective to modify the delinquency of javanese high school students”. counseling is one form of psychological service that is intended especially for individuals with problems. as a very important and strategic tool, group counseling has a broad meaning that is: “group counseling is a dynamic interpersonal process focusing on concious thought and behavior and involving the therapy functions of permissiveness, orientation to reality, catharcis, and mutual thrust, caring, understanding, acceptance, and support. the therapy functions are created and nurtured in a small group through the sharing of personal concerns with one’s peers and the councelor(s). the group counselees are basically normal individuals with various concerns which are not debilitating to the extent requiring extensive personality change. the group counselees may utilize the group interaction to increase understanding and acceptance of values and goals and to learn and/or unlearn certain attitudes and behaviors”(gazda, 1989). the definition implies that the individual will receive assistance through the group 7 imam tadjri, evi kartika chandra 83 islamic guidance and counseling journal vol. 1, no. 2, pp. 81-88, july 2018 atmosphere for the prevention of healingand directed to the provision of ease in the context of its growth and development. as has been mentioned that the handling of maladaptive behavior caused by the existence of irrational beliefs then effective handling is to use techniques that have perspective rational emotive. one of them is rational-emotive therapy (ret) developed by albert ellis (ellis, 1973). ret is based on two assumptions that human beings are born with the potential of thinking, whether rational or straight as well as irrational or bent. rational thinking is reflected in the tendency to maintain the continuity of state, existence, happiness, the opportunity to think and express in words, to love, to communicate with others, and to growth and self-actualization. while the irrational impulse is manifested in an inner impulse to selfdestruction, to avoid thinking about something, procrastinating, repeatedly making mistakes, believing in superstitions, lacking tolerance, being a perfectionist and self-blame, and avoiding the actualization of potential growth (corey, 2012). the irrational belief that causes emotional disturbance may have mixed with the things that come from outside of human beings but humans persist in an attitude that tends to overpower the self by a process of self-indoctrination. people become disturbed not by things, but by what they perceive of them (“it’s never the things that happen to you that upset you; its your view of them”). to overcome the indoctrination that leads to irrational thinking, ret therapists (counselors) work with active and directive techniques such as teaching, advising, persuading and giving homework assignments, and challenging clients to replace irrational beliefs with the rational (natawidjaja, 1987). delinquency can also be interpreted as the emergence of attitudes, individual acts that can already be categorized as mischievous including unreliable misbehavior. the tendency of delinquency with high intensity will lead to greater opportunities to take, choose bad and negative actions in the form of anarchic, depressive and aggressive actions (atkinson, 1999; kartono, 2003).as discussed in many works of literature that the main task of adolescents in society is looking for answers to the question “who am i?”. the question has appeared in humans for centuries, whether through novels, poetry or autobiography, but has been intensively studied systematically over the last few decades by psychoanalyst (mussen, conger, & kagan, 1963). adolescents who have a strong sense of identity (ego), will see themselves as distinctive and separate individuals. the main conflict of adolescents is the formation of self-identity versus role confusions caused by (1) prematurely stalled, and (2) stretched for time (erikson, 1968). to help adolescents cope with adolescent conflict, they need to be involved in jobs communities such as volunteering in various fields of activity. this program has been tested and proved by a high school in chicago-united states that is very famous for the high level of juvenile delinquency.they will get high marks if they succeed in completing the tasks. as a result, failing a class and drop-outs became dramatically reduced, vandalism disappeared, unemployment declined, juvenile delinquency was drastically reduced (conger, 1977). this kind of project is profitable for the company because it can get young people who are ready to work. in javanese society, parents always hope that their descendants will be expected (digadhang) to be being a man (dadi wong) that is perfect human by birth and mind, that is pious to allah and useful for other human life. to achieve this expectation, javanese parents not only take care of their welfare, they educate them to become javanese human beings (wong jowo) but also equip them with ceremonies since the child was born (metu), married (manten), died as a provision to traverse life someday (mulder, 1985). being a man (dadi wong) according to javanese philosophy is to be a human being capable of beautifying the life of the world (hamemayu hayuning bawana) in order to live calm and serene (ayem tentrem) with a characteristic life (achmadi, 2004; mulder, 1985): the impact of rational-emotive counseling group model to modify the delinquency of javanese students 84 islamic guidance and counseling journal vol. 1, no. 2, pp. 81-88, july 2018 having the ability to serve and unite with gusti the ruler of nature (manunggaling kawula gusti), respecting the ancestors and not bringing up the ugliness of parents (mikul dhuwur mendhem jero), behaving as well as possible (memayu hayuning saliro) in friendship of fellow (memayu hayuning bebrayan), maintaining self-respect and honor of others (memayu hayuning projo), understanding and carrying out the honor (unggah-ungguh). if the characteristics are not fully visible, then the child is said to have not really become a javanese (durung njawani). the virtue of the “wong jowo” behavior was packed in one term “ethics” which means “the whole norm and the appraisal of the people that is used by the society to know how human should live the life” (magnis-suseno, 1984). counseling as a profession that helps deal with problems of mental disorders is generally performed by normal people, is obliged to help individuals modify maladaptive behavior into adaptive behavior. maladaptive behavior can arise because of the irrational belief in the individual. high school students are individuals who are in the stage of adolescent growth. in javanese society, cultural heritage to the younger generation can take place with strict discipline. they are often too convinced that javanese culture is an “adhi luhung” culture that makes them too proud without reserve. as a result, they hardly ever see any negative values in the javanese culture that it is necessary to abandon (suwito, 2004). method this research was conducted by “mixed method research design” in two stages: (1) first stage, preliminary study with qualitative approach to obtain rational-emotive counseling group model; and (2) second stage, rational-emotive counseling group with a quasiexperimental approach by using a “patched-up” (campbell & stanley, 1963). the first stage was held with the aim to obtain the hypothetical rational-emotive counseling group model. by analyzing the factual condition academically, the seminar on javanese juvenile delinquency, then developing rational-emotive counseling group design, expert validation testing, rational-emotive counseling group and focus group discussion (fgd) design testing by the practitioner (school counselor), revising rational-emotive counseling group design until the rational-emotive counseling group hypothesis model was discovered. the second stage is field test to determine the effectiveness of the hypothetical rational-emotive counseling group model from the limited sample to the wider sample. field test results were used for the improvement of the hypothetical rational-emotive counseling group model until a validated rational-emotive counseling group model can be disseminated for wider purposes. the sample used in this research is javanese student in semarang city. result and discussion the rational-emotive counseling group model is the result of the application and development of the ratioanal-emotive therapy group counseling (recg) model from albert ellis (ellis, 1973) that organized in group settings and by accommodating javanese cultural values and focusing on intervention targets priority. application components include: structure, input, process, output, and follow-up. the results of field tests on the rational-emotive counseling group show that rationalemotive counseling group proved to be effective for javanese high school students delinquency modification as proved by the decreasing intensity of the tendency of anarchic behavior, depressive behavior and aggressive behavior, and effective to increase the intensity of self-concept of juvenile delinquency. the first hypothesis to be tested in this study: “rational-emotive counseling group is effective to reduce the intensity of anarchist behavior trends”. in statistical tests, it is shown that rational-emotive counseling group is effective in reducing the intensity of anarchist behavior trends. this is proved by the measurement of the intensity of anarchic behavior, in the selected sample groups and the random sample groups imam tadjri, evi kartika chandra 85 islamic guidance and counseling journal vol. 1, no. 2, pp. 81-88, july 2018 after they received the rational-emotive counseling group (recg) treatment which intensity decreased to about 18.00, in contrast to the sample of groups of students not receiving rational-emotive counseling group (recg), the intensity of anarchic action decreased only to the range 30.73. an anarchist behavior change after the rational-emotive counseling group is shown in the following figure: picture 1. changes in the intensity of anarchist behavior after the rational-emotive counseling group. modification of bad behavior ever performed by marcia (in archer, 1994) with the rational-emotive counseling group technique in dealing with individuals who experience an identity crisis. in the process of rational-emotive counseling group, individuals are encouraged to be able to comprehensively understand their perceptions and understandings about themselves and their environment, skillfully engaging in role exploration and commitment, encouraging feedback from peer environments. ret counseling can be constructed as an effective group setting to encourage students who tend to have delinquency to change their irrational views and beliefs, rearrange their cognition, emotions, and actions so that they have the right beliefs, cognitions and behaviors about themselves and their environment in accordance with reality (corey, 2012; george & cristiani, 1981). in relation to efforts in decreasing the intensity of depression behavior through rational-emotive counseling group, the hypothesis tested: “rational-emotive counseling group is effective to decrease the intensity of depressive behavior”. the results of the hypothesis test showed that the sample student groups that tend to behave depressively after being subjected to acts of rational-emotive counseling group showed a decrease in intensity with the average range of 19.27 (o1: 21.35, o4: 19.97, o5: 16.49). this decrease is much different from the sample student group that is not subjected to recg action, the intensity of depressive behavior only decreased to the range of 32.99. illustration of the decrease in the intensity of depressive behavior between those who received recg action and those who did not get recg acts can be seen in the following figure: recg anarchist 19.62 17.36 17.01 30.73 without recg after recg the impact of rational-emotive counseling group model to modify the delinquency of javanese students 86 islamic guidance and counseling journal vol. 1, no. 2, pp. 81-88, july 2018 picture 2. changes in the intensity of depressive behavior after the rational-emotive counseling group. to determine the intensity change in trends of aggressive behavior due to rationalemotive counseling group, the third hypothesis proposed in this study was: “rationalemotive counseling group is effective for lowering the intensity of aggressive behavior”. the result of hypothesis test showed that the group of sample students who were given recg action decreased the intensity of aggressive behavior tendency up to the average level of 19.63 which was far different with the group of students who were not subjected to the action of recg with the decreased intensity tendency of aggressive behavior only reached level of 30.93. picture. 3 changes in the intensity of aggressive behavior after the rational-emotive counseling group (recg). based on the findings and discussion, rational-emotive counseling group is believed to be an effective group counseling technique to handle javanese high school students. however, if the rational-emotive counseling group will be applied to a wider scope then there are conditions that need to be considered, namely: (a) targeted subjects are javanese ethnic teenagers, especially muslims, and those living in central java, (b) ) objectives that become the rational-emotive counseling group object intervention are maladaptive recg depressive 19.62 17.36 ______ 17.01 30.73 without recg after recg recg aggressive 30.92 20.67 20.03 15.71 without recg after recg 23 imam tadjri, evi kartika chandra 87 islamic guidance and counseling journal vol. 1, no. 2, pp. 81-88, july 2018 behaviors that originate in irrational beliefs or behavioral problems due to emotional disturbance and cognitive impairment. the organizers of rational-emotive counseling group are (1) counselor teachers/counselors, especially those in javanese ethnicity, be in charge and live in javanese community in central java, (2) understanding javanese cultural and islamic values, (3) experienced in dealing with maladaptive behavior from irrational beliefs, emotional disturbance, or cognitive impairment. conclusion rational-emotive counseling group model which has been generated in this study proved effective to modify the deliquency of the javanese student. the implication of this conclusion is empirically the rational-emotive counseling group used in this study is believed to be effective to modify the behavioral tendencies of javanese high school students. further implications, rational-emotive counseling group can be an important alternative to prevent and cope with the misbehavior of high school students and more than that rationalemotive counseling group can be appreciated for prevention of juvenile delinquency in general and in the wider population. based on the findings of the study, it is recommended that: (1) counselor teachers should use rational-emotive counseling group to cope with student delinquency, (2) guidance and counseling department to review and compare theory and practice of group counseling with empirical framework of theory and practice has been tested its effectiveness in the field, so it is expected to encourage interest for further research (3) for further research and for interested parties in research of group counseling practices with cognitive-rational perspectives, to conduct research on the same theme in different ethnic populations, different types and different levels of education. reference achmadi, a. 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(2004). kontribusi budaya jawa dalam pembangunan. in wawasan budaya untuk membangun: menoleh kearifan lokal. yogyakarta: kembudpar-psp ugm. suwito, y. s. (2005, march). gang cewek “nero” di pati. suara merdeka, p. 2. copyright holder : ©tadjri, i. & chandra, e. k. (2018) first publication right : © islamic guidance and counseling journal this article is under: islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: wibowo, m., & naini, r. (2021). self-compassion and forgiveness among senior high school students: a correlational and comparative study. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1370 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung self-compassion and forgiveness among senior high school students: a correlational and comparative study mungin eddy wibowo*, rohmatus naini universitas negeri semarang, indonesia mungineddy@mail.unnes.ac.id* article information: received january 22, 2021 revised january 28, 2021 accepted january 29, 2021 keywords: forgiveness; selfcompassion; students abstract the problem of low self-compassion and forgiveness in schools causes students to often feel stress and depression, blame themselves, and label themselves to do self-harm. the inability to accept oneself leads to the rejection of unpleasant experiences, failure, and imperfection. this study aims to examine the relationship between self-compassion and forgiveness among students at three senior high schools located in the city of semarang, indonesia. there were 178 students who were involved in this study with the age range from 14 to 17 years old. the authors used the self-compassion scale, which has 26 items by measuring six sub-aspects including self-kindness, self-judgment, common humanity, isolation, mindfulness, and over-identification. the author used 10 items of the trait forgiveness scale (tfs). the results showed that there is a positive relationship between self-compassion and forgiveness and showed no differences between self-compassion and forgiveness when viewed by gender. introduction this form of caring for others is part of the character of being humble, but there are still many who care about others but do not love themselves. self-compassion is the provision of understanding and kindness to yourself for experiences of failure or mistakes made by not giving judgment to yourself. in addition, with self-compassion, individuals do not overly criticize themselves for their indigestion, weakness and failure (neff, 2003). allen & leary (2010) interpret self-compassion as a strategy for dealing with problems. when oneself are able to admit the feelings that you have in a problem and when the problem comes, then you give more love to yourself and accept the problem as part of life. self-compassion will try to do the best by minimizing suffering in the future because self-compassion has 2 sides, namely happiness and suffering (prama, 2013). neff (2004) defines self-compassion as good behavior towards oneself which is when experiencing self-criticism of pain, inability and failure. neff (2003) categorizes that 3 components of self-compassion are self-goodness, general human perception and mindfulness which become a unity between self and others. however, this concept is different from selfesteem but the similarity is how individuals are able to accept themselves. of course, selfcompassion is an important emotional regulation strategy because it is a protective factor affecting mental health and an effort to change negative emotions to be more mindful in unpleasant experiences by accepting and understanding without avoiding them. selfhttps://orcid.org/0000-0002-2422-0089 mailto:mungineddy@mail.unnes.ac.id self-compassion and forgiveness among senior high school students: a correlational and comparative study 92 islamic guidance and counseling journal vol. 4, no. 1, pp. 91-97, january 2021 compassion moderated the relationship between lack of forgiveness and symptoms of depression. so that this self-compassion can help individuals to have more positive emotions. self-kindness refers to the tendency to care for and understand yourself rather than criticizing or judging yourself. self-judgment tends to reject feelings, thoughts, urges, actions. individuals who have common humanity view more that life difficulties and failure are things that are experienced by humans, but the opposite is that individuals who experience isolation see imperfection or failure as embarrassing and need to withdraw and feel alone. individuals with mindfulness tend to accept every event, while over-identification is more concerned with being fixated on all their faults and not accepting and exaggerating their failure. the results of research conducted by sakiz & saricam (2015) show that self-compassion is related to forgiveness. forgiveness is defined as the process of reducing disappointment and resentment related to negative emotions, motivation and cognition. so that the visible behavior is reducing individuals to take revenge. with forgiveness, it tends to reduce unwillingness to forgive which has an impact on reducing negative emotions such as hatred and revenge. in addition, individuals who do forgiveness will be better able to use the right coping strategies and can manage the stress they face. however, research results also prove that forgiveness has no connection with happiness (safaria, 2014). this is in line with the research of batik et al. (2017) which explains that there is a positive but low relationship between forgiveness and happiness, and forgiveness is found as a significant predictor of subjective happiness. forgiveness is personal, independent of gender, based on the results of research conducted by asici (2019) that there is no difference in forgiveness between women and men. however, research conducted by (neff & pommier, 2013) shows that women are more forgiving than men. some of the factors that influence individuals to forgive include empathy, common sense, emotional maturity and how they interpret pain and negative feelings (kamat, jones & row, 2006). individuals will be more forgiving if they have the prevalence of intimacy in a relationship, so they prefer to forgive. furthermore, when viewed from the reasons for forgiveness, namely responsibility for mistakes, correction of errors, results or impacts of mistakes, the severity of the errors, the process of apologizing and the subject who made mistakes where everything will be taken into consideration in doing forgiveness (bugay & demir, 2011) . problems encountered when individuals have low self-compassion and low forgiveness are more likely to ruminate on unpleasant experiences then blame themselves and often end up in self-harm or self-injury or wrong behavior. it is further explained that self-compassion can have the effect of eliminating depression as a healing skill (weiner & rappaport, 2014). when individuals lack forgiveness, there will be a connection with depressive symptoms which is indicated by psychological incompatibility so that this is closely related to mental health (chung, 2016). it is important to research that self-compassion and forgiveness are needed by students. school counselors identify this as a basic effort to develop social aspects of personal and prevent deviant behaviors. the purpose of this study is to determine the relationship between self-compassion and forgiveness and also to examine gender. the results of this study can be used as the selection and preparation of appropriate interventions in guidance and counseling services in schools. high school students with adolescent characteristics are closely related to intrapersonal and interpersonal conflicts due to a lack of self-evaluation. to explore the relationship between self-compassion and forgiveness, it is necessary to review research with the characteristics of adolescents in indonesia, especially in the city of semarang. previous research has often looked at the periodicity of young adults, especially in the context of wibowo, m., & naini, r. 93 islamic guidance and counseling journal vol. 4, no. 1, pp. 91-97, january 2021 relationships with partners, helper characteristics, and or individuals with clinical problems. meanwhile, this research focuses on self-compassion and forgiveness which is owned by adolescents with an age range of 14-17 years. rationale of the current study based on a review of previous research and the factual condition that student problems are often caused by a lack of acceptance of what has been done by oneself and others. low self-compassion is known to be due to rejection of failures, imperfections and mistakes. labelling your self makes a person blame themselves, hate themselves and do negative things such as deviant behavior. in addition, the factor of the inability to apologize to self and others causes negative emotions and results in revenge and maladaptive behavior. the relationship between these two variables needs to be tested and reviewed the differences in selfcompassion and forgiveness based on gender. hypotheses 1. there is a significant correlation between self-compassion and forgiveness 2. there are differences in self-compassion and forgiveness based on gender. methods research design this correlational research uses a survey method which is carried out in an asynchronous system through a google form that has been provided by researchers and collaborating school counselors. the study took approximately 2 months to complete. participants this study involved 178 students from 3 senior high schools in the city of semarang. the sample selection was done by purposive random sampling. there were 76 students (42.7%) male and 102 students (57.3%) female. the age range of participants is 14-17 years. instruments the measurement of self-compassion uses a self-compassion scale (neff, 2003), totaling 26 items by measuring 6 sub-aspects including self-kindness, self-judgment, common huminity, isolation, mindfulness and over-identification. each item uses a likert scale with a range of 4 choices including (4 = very suitable to 1 = very inappropriate). this adaptation to an internal consistency coefficient about .79. furthermore, a forgiveness measurement was also carried out using the trait forgiveness scale (tfs) with the number of items 10. the likert scale used was also 4 options, namely (1 = very inappropriate to 4 = very suitable). the internal consistency coefficient on this scale is .67. data analysis the data analysis used was correlation and saw the difference between self-compassion and forgiveness based on gender with significant correlation (p > .05) and t test (p < .05). the statistical analysis used was spss 25. results and discussion results based on the results of data analysis, the table 1 showed the demographical information of participants and table 2 showed correlational test analysis and independent ttest results. self-compassion and forgiveness among senior high school students: a correlational and comparative study 94 islamic guidance and counseling journal vol. 4, no. 1, pp. 91-97, january 2021 table 1. the demographical information of participants categories n percentage gender male 76 42.7% female 102 57.3% age (years olds) 14 3 1.7% 15 23 12.9% 16 140 78.7% 17 12 6.7 % class 10 59 33.1% 11 58 32.5% 12 61 34.4% tabel 2. correlational test analysis and independent t-test variabel m sd p r t test (p) self-compassion 75.612 5.726 .002 .227 .723 forgiveness 26.044 3.500 .462 table 2 showed that self-compassion has m = 75,612 and sd = 5,726, while for forgiveness, it is m = 26,044 and sd = 3.5. the pearson correlation test shows that p = .002 < .05 means that there is a correlation between self-compassion and forgiveness. when viewed from gender, the p value for self-compassion is .723 and forgiveness is .462, because p > .05 there is no difference in self-compassion and forgiveness when viewed from gender. discussion high self-compassion will tend to be able to deal with the suffering of others without feeling overwhelmed by personal pressure. this is also related to how individuals forgive others (neff & pommier, 2013). self-compassion is indicated gently to oneself in response to negative events. the opportunity to recognize that problems are a normal part of life. this means that when an individual has self-compassion, when he experiences a big problem, he will think that the problems experienced can also be experienced by other people with heavy categories, so that a new belief emerges that negative events are not worse than experiences experienced by others (leary et al., 2007). roxas, david & calinger (2014) explained that self-compassion also involves the suffering of others, but the process also opens awareness to empathize, accept mistakes instead of avoiding. the characteristics of individuals who do forgiveness, namely choosing to make peace, improve the situation, make compassionate comments, take special actions and become a continuous, lifelong process. sakiz & bicer (2015) explains that selfcompassion is related to forgiveness with others. forgiveness is positively correlated with interpersonal adjustment and psychological well-being (yip & tse, 2009; allemand, steiner & hill., 2013; bowker et al., 2011) sakiz & saricam (2015), forgiveness is a process of transition from feelings of revenge to tolerance and empathy as an effort to repair damaged correlation. there is no need to deny past mistakes and cover up mistakes. individuals who are willing to forgive others will have higher life satisfaction, better welfare, increased self-esteem, and decreased anxiety. the benefits of self-compassion can be described as a form of individual motivation to constructively improve and organize themselves in interpersonal correlation so that individuals are able to learn from the experiences they go through (breines & chen, 2012). agreeing with this, krause & ellison (2003) interpret forgiveness as an individual mechanism regulating interpersonal correlation and psychological well-being. so that this process can replace the self-harm behavior that comes from self-denial. wibowo, m., & naini, r. 95 islamic guidance and counseling journal vol. 4, no. 1, pp. 91-97, january 2021 individuals who label themselves as a form of rejection and disappointment over the imperfections that have been done so that manifestations of hurting themselves. there is need for harmony in self-compassionate and forgiveness in order to act consistently. individuals who have self-compassionate will be able to manage stress and have more positive feelings about themselves and will be appreciated by others (leary et al., 2007). so individuals who are compassionate with themselves tend to have high self-esteem and are distant from narcissism, self-enhancing, arrogance. enright in batik et al., (2017) explains that in forgiveness there is a willingness to leave hatred, negative judgments and indifference. primarily, improving the quality of compassion, generosity and self-love. in school settings, forgiveness is very important because it can be used as an effective coping response in correcting aggressive affective situations in the context of bullying at school. in the process of forgiveness, empathy is important (davis & gold, 2010). it is reinforced by wilkowski, robinson & troop-gordon (2010) that when conflict arises, cognitive control functions to generate forgiveness and reduce high anger. bullying problems that are also often found in schools have a close correlation with forgiveness. when experiencing oppression, a high level of forgiveness will reduce emotional wounds in response to past experiences (egan & todorov, 2009), forgiveness is correlated with positive coping strategies (flanagan et al., 2012). implications in guidance and counseling services, as a preventive and curative effort, interventions can be carried out such as group or individual counseling that involves elements of forgiveness and self-compassion. limitations and suggestions the limitation of this study is that the number of research subjects is not large enough so that further research can be developed with a large number of samples. in addition, there is a need for correlative research that requires moderating or mediating variables. as a curative effort, it is necessary to experiment with group and individual counseling service strategies with several approaches, such as compassion-focused therapy or mindfulness-based cognitive therapy. implications this study has implications for counseling services in schools as part of character education. counselors play an important role in fostering and developing self-compassion and forgiveness in adolescents. these two variables are part of the individual's character strengths. if the good character is given by students through understanding and then it can be expected to behave with these good characters (purwanto, wibowo, & mulawarman, 2018). conclussion problems of self-compassion and forgiveness are often encountered due to a lack of acceptance, unpreparedness for failure and self-imperfection that make individuals have low self-esteem as well. it is not uncommon for maladaptive problems such as stress or depression, bullying and self-harm to be encountered in students. this study has tested the correlation between self-compassion and forgiveness, the result is that the two variables have a positive correlation. in addition, if it is viewed from gender, it is found that there is no difference in the self-compassion of male and female students. it is the same with the results of the forgiveness analysis that there is also no difference in scores between male and female students. it needs to be studied further with a larger sample size and also with other control variables that also support the findings of this research. experimental research and development for self-compassion and forgiveness are also needed so that they can be implemented in schools as part of character education. self-compassion and forgiveness among senior high school students: a correlational and comparative study 96 islamic guidance and counseling journal vol. 4, no. 1, pp. 91-97, january 2021 acknowledgments thanks for the school counselors and students who were participated in this study. author contributions statement authors conduct the pre-data collection process and write the 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://scholar.google.com/scholar?q=leary,+m.+r.,+tate,+e.+b.,+adams,+c.+e.,+batts+allen,+a.,+%26+hancock,+j.+(2007).+self-compassion+and+reactions+to+unpleasant+self-relevant+events:+the+implications+of+treating+oneself+kindly.+journal+of+personality+and+social+psychology,+92(5),+887.&hl=id&as_sdt=0,5 https://scholar.google.com/scholar?q=leary,+m.+r.,+tate,+e.+b.,+adams,+c.+e.,+batts+allen,+a.,+%26+hancock,+j.+(2007).+self-compassion+and+reactions+to+unpleasant+self-relevant+events:+the+implications+of+treating+oneself+kindly.+journal+of+personality+and+social+psychology,+92(5),+887.&hl=id&as_sdt=0,5 https://doi.org/10.1080/15298860309027 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=neff%2c+k.+d.+%282004%29.+self-compassion+and+psychological+well-being.+constructivism+in+the+human+sciences%2c+9%2c+27-37&btng= https://doi.org/10.1080/15298868.2011.649546 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=roxas%2c+m.+m.%2c+david%2c+a.+p.%2c+%26+caligner%2c+e.+t.+%282014%29.+examining+the+relation+of+compassion+and+forgiveness+among+filipino+counselors.+asian+journal+of+social+sciences+%26+humanities%2c+3%281%29%2c+53-62.&btng= https://doi.org/10.19148/ijhbs.58217 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=weiner%2c+e.+t.%2c+%26+rappaport%2c+l.+%282014%29.+mindfulness+and+focusing-oriented+arts+therapy+with+children+and+adolescents.+mindfulness+and+the+arts+therapies%3a+theory+and+practice%2c+248-261.&btng= https://psycnet.apa.org/doi/10.1037/a0018962 https://doi.org/10.1016/j.paid.2008.11.001 islamic guidance and counseling journal how to cite : zaroh, s. (2018). the impact of experimental learning techniques in improving the capability of career planning for students. islamic guidance and counseling journal, 1(2), 45-52. https://doi.org/10.25217/igcj.v1i2.233 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj the impact of experimental learning techniques in improving the capability of career planning for students septiani zaroh universitas nahdlatul ulama sunan giri, indonesia septiani037@gmail.com article information: received march 14, 2018 revised may 16, 2018 accepted may 20, 2018 keywords: experimental learning technique, career planning ability, conventional method. abstract the research is based on the low level of career planning ability of students in middle school. the main objective of the study is to know the impact of experimental learning techniques in improving the career planning ability of students. the research method used is quasi-experimental design. the subjects of the study were students of class viii smp negeri 1 kalitidu. bojonegoro academic year 2016/2017 which selected by purposive sampling technique. the technique of data analysis using the t-test to compare the gain value of experiment group and control group. the results showed t score is -8,303 and p score is 0,00 it means that experimental learning techniques can improve the career planning ability of the student than the conventional method. introduction growth and development are two things that cannot be separated from each individual self. growth is defined as the change in height and weight physically in the individual. so it is very easy to measure and assess directly the growth process. while the development is a series of progressive changes that occur as a result of the process of maturity and experience. development is a systematic, progressive and continuous process in the individual from birth to the end of his life (yusuf, 2004). the development of each individual will follow a certain pattern and direction in which each initial pattern is a foothold for the next pattern. each individual undergoes a developmental process that is divided into three main stages of development in the child stage, adolescent stage and adult stage. at each stage of development, the individual undergoes a process of change both physically and no physically as well as a series of developmental tasks that must be completed. in the adolescent stage of developmental tasks to be achieved according to havighurst (hurlock, 2011), are attain new, more mature relationships with peers of both men and women; achieving the social roles of men and women; accept his physical state and use his body effectively; expect and achieve responsible social behaviour; attain emotional stasis from parents and other adults; preparing for an economic career; preparing for marriage and family and acquire value devices and ethical systems as guidance to behave develop ideologies. according to who (sarwono, 2010) adolescence is divided into two categories of 1014 years in early adolescence and 15-20 years in late adolescence. the age range is usually the individual is at the level of elementary school level end and high school. according to piaget, 1921 (hurlock, 2011) psychologically adolescence is the age at which individuals integrate with adult society, the age at which children no longer feel below the level of older people but at the same level, at least in the rights issue. this means that in this period the mailto:septiani037@gmail.com the impact of experimental learning techniques in improving the capability of career planning for students 46 islamic guidance and counseling journal vol. 1, no. 2, pp. 45-52, july 2018 individual does not want to be treated like a child in the past but cannot be given full responsibility as adults. traditionally adolescence is considered a period of "storms and stresses", a period in which emotional tension rises as a result of physical changes and glands. in addition, in the adolescent period is also a golden age where the age of individuals to be able to exploit themselves knowing their talents, interests, and potential. in this period the desire to have existence and self-actualization is increasing to be recognized by the environment. as individuals enter the secondary school level, individuals enter the early teenage development phase. in this phase, individuals will begin to realize their own qualities and more complex life choices. in general, junior high school students are in the age range 12-16 years. at this stage, individuals are required to complete several developmental tasks that cover all aspects of both personal-social, career, and learning. it is implicitly illustrated that in entering the junior high school education the child has started to develop optimally. although careers are defined as an individual lifelong development that begins even when the child has not been born, more specific career preparation begins when the child attains junior high school. the economic career planning process is conducted with deep self-exploration and career information seeking (creed, patton, & prideaux, 2006). good career planning will lead learners to be able to focus on the desire to be achieved, so it can easily map the right strategy in achieving career goals that have been made. career planning early in its essence can help individuals overcome the various problems that arise because of the development of the global era that continues to be directly proportional to the development of demands and career opportunities that can be selected by individuals. the career planning process will enhance the knowledge of selfqualification, career field as well as information and a growing career competition. career planning will help teenagers to map out concrete steps in achieving career goals. creating a career plan will make it easier for teenagers to evaluate what has been done and analyze other things that need to be done in the process of facing the future. competence to undertake career planning for junior high school students is a competence that learners must possess according to asca determination (state board of education, 2008). every teenager has their own progress in the process of fulfilling the developmental tasks related to the preparation of an economic career for the foreseeable future. some teenagers are able to solve it well but not a few who experience obstacles in the completion of these developmental tasks. the problem begins with the lack of career planning conducted by adolescents. this creates confusion and ignorance when asked about the picture or information in depth about the career they want to achieve. adolescents have difficulty determining attitudes in determining career goals to be achieved because individual career selection styles are influenced by multidimensional and highly complex factors (bimrose & barnes, 2007). each individual will bring different motivations in determining the direction of planning in his career choices (dik, sargent, & steger, 2008). the reality about the difficulties of career planning in adolescents is reinforced by research conducted at smp 15 tegal to see the profile of career planning of learners in the field of selection of further studies (astuti, 2015). the results of this study showed that of 283 students ix class of 219 learners who are in good enough category and only 64 students who fall into the category of both the level of career planning. ideally, when individuals are in class ix learners already have the option of further study. based on permendikbud number 64 the year 2014 on specialization, each individual must choose a specialization group when registering secondary school after junior high school. one criterion in addition to the value of report cards and the value of national examinations that form the basis of the specialization process is a recommendation given from septiani zaroh 47 islamic guidance and counseling journal vol. 1, no. 2, pp. 45-52, july 2018 the teacher bk based on the choice of further study is determined by the learners. career options will be appropriately taken based on a good career planning process. the phenomenon related to the lack of career planning is reinforced by the results of preliminary studies on some grade viii students and school counsellors at smp negeri 1 kalitidu academic year 2016/2017, obtained information that most students are still difficulties and confused in formulating and determining career options to choose high school education/smk. one of the factors that reinforce the difficulty is the lack of career information about the description of each of the study options. most students declare continuation information of their newly acquired study after entering ix class in the second semester. this is also in accordance with the information obtained from school counsellors that career information, especially on the continuation of new studies, is given when the students are seated in class ix. though it is appropriate counselling guidance should be a comprehensive way in which the service should be given to all students not only students who face problems alone. career guidance is one type of guidance that seeks to help the individual in solving career problems to obtain the best adjustment between the ability with the environment and gain success and self-realization in the course of his life (surya, 1988). so that the process of providing this assistance needs to be done early on either the process of self-understanding, provision of career information to the formulation of career options. the application of one of the concepts of guidance and counselling strategy in class viii setting to help career planning of student is very appropriate to be used in facing the problem. this is in accordance with the individual's ability to make accurate open choices is innate but the ability to be developed (supriatna, 2009). research focuses on providing guidance services with the concept of experimental learning to improve students' career planning skills. the concept of experimental learning is used with the development of assumptions from the concept of krumboltz theory that one aspect of student career development is the process of social observation and self to refer to a form of career choice (andersen & vandehey, 2011). krumboltz asserted that the process of self-observation is an integral part of individual career construction (krumboltz, foley, & cotter, 2013). the experimental learning approach focuses on both cognitive and skill development efforts by providing direct experience to the subject of the learner. kolb asserts that experimental learning techniques are the processes of individual cognitive development through a series of concrete forms of experience until further concepts are formed in each individual (kolb, 1984). the experimental learning approach is able to change the cognition or skill of the individual in three ways (wahyuni, 2007), 1) change the cognitive structure; 2) change the attitude of the individual, and 3) expand the skills that individuals already have. the three objectives in the process of giving experimental learning approach is a series of processes that must be implemented in their implementation. the experimental learning process is done by stimulating the reflection of experience and observation actively in each individual. the process of experimental learning leads individuals to learn actively both in the process of adding the conception of experience, viewing the experiences of others as well as reflecting on the experiences that have been passed. the enhancement of individual career planning skills that have been done actively through experimental learning approach will make it easier to map out the steps to be taken to achieve career goals. method the research method used is quasi-experiment. the experimental method is used when the researcher wants to determine the possible cause-effect between the independent variable the impact of experimental learning techniques in improving the capability of career planning for students 48 islamic guidance and counseling journal vol. 1, no. 2, pp. 45-52, july 2018 and the dependent variable (creswell & creswell, 2017). this study aims to find the effect (effectiveness) of treatment using experimental learning techniques to improve the ability of career planning students. quasi-experiments are experimental methods where the sample selection is not randomized (creswell & creswell, 2017). the quasi-experimental method allows researchers to determine the sample research in accordance with certain criteria to be studied. the design of this study is non-equivalent control group design. the research design of non-equivalent control group design placed the study participants into two groups: group a (experimental group) and group b (control group). this research is done in smp negeri 1 kalitidu bojonegoro. the population in this study is the career planning of students who are administratively registered and active in the class viii smp negeri 1 kalitidu-bojonegoro in the academic year 2016/2017. the samples in this study were 14 students (experimental group 7 students and control group 7 students). the sampling technique used is non-probability sampling purposive sampling. the instruments used in this research is standardized questionnaire instruments to obtain data in accordance with the needs and can support the purpose of research. data needed in this research is data of student’s career planning ability. the instances used to obtain data on the level of career planning ability in the form of likert model scale consisting of several positive statements and negative statements with five choices of answers, namely 5 for very appropriate, 4 for the appropriate, 3 for less appropriate, 2 for inappropriate and 1 for the highly inappropriate fit. before used, the instrument is tested to 4 steps. firstly, instrument feasibility test is reviewed by an expert judgment to review in construct, content, and language. secondly, test instrument legibility is done by the students in the same grade with subject research to clear every word. thirdly, validity tested is used product moment correlation. the last coefficient reliability of instrument is 0,79 which counted by cronbach’s alpha formula. this all tested of the instrument mean that this instrument can measure the student's career planning ability. result and discussion profile of career planning ability of viii junior high school students of smp negeri 1 kalitidu bojonegoro academic year 2016/2017 can be described by standard deviation calculation and actual average based on pre-test value conducted on 139 students. based on the calculation has been done known the actual average value of 157.88 and the actual deviation of 12.72. the result of the calculation is then converted on a scale of 5 according to the range of choices the answers have been given using the conversion guide (nurkancana & sumartana, 1986). the score of pre-test data processing is distributed to describe the distribution of career planning level of each individual in the form of a percent. here is the percentage of career planning level distribution of class viii students in junior high school 1 kalitidu bojonegoro academic year 2016/2017 as many as 139 people with mean 150,5683 and standard deviation 12,709. the students were divided into 5 level 5, 76 % are very appropriate, 25, 18% is the appropriate, 34,53% less appropriate, 29, 50 % inappropriate and 5,04% highly inappropriate. from the measurement found that in general the level of career planning of students of class viii smp negeri 1 kalitidu bojonegoro academic year 2016/2017 shows that the largest percentage is in the category of less able (34.53%), meaning in the process of career planning learners have knowledge the limited career, career opportunities and career goals to be achieved, less optimistic attitudes toward career goals, less able to design steps to achieve the desired career and less actively involved in learning the different types of careers, discussing with people other related career options and follow a variety of extracurricular in supporting a career that desiring. septiani zaroh 49 islamic guidance and counseling journal vol. 1, no. 2, pp. 45-52, july 2018 national career development guidelines explains that in adolescence individuals will begin to develop three things in themselves: social personal development, lifelong learning and learning achievement and career management. the three components that must be developed make the development in the age of junior high school is a matter that must be considered more closely. although individual career development takes place throughout the lifespan and will still allow the individual to change the direction of predetermined goals (abubakar, 2011) but learning about career information in the career planning process will help the individual to be able to prepare for the anticipation of the challenge career goals to be achieved. the findings of the study show that in general, the class viii students have not been able to plan their careers well to show what is contrary to ideally career planning in adolescence. one of the factors that cause the varied ability of individuals in planning their career is the lack of self-understanding of individuals in interpreting the ability based on experience that has been done. analysis of the effectiveness of experimental learning techniques in improving career planning skills of students class viii smp negeri 1 kalitidu bojonegoro academic year 2016/2017 analyzed using t-test hypothesis tested that is an effective experimental learning technique in improving career planning class viii junior high school 1 kalitidu bojonegoro school year 2016/2017. the statistical hypothesis is described as follows: measurement experiment (n=7) control (n=7) pretest m 134,86 147,29 sd 3,48 2,93 posttest m 152,71 145,57 sd 4,50 2,57 t 1 -8,303 1,164 p 1 0,000 (<0,05) 0,267 (>0,05) table 1. the result of impact analysis of experimental learning techniques in improving career planning students class viii smp negeri 1 kalitidu bojonegoro academic year 2016/2017 based test result data as presented in table 1 shows that p-value of the experimental group is <0,05. interpretation of the test results means that there is a difference in the level of career planning of learners between the experimental group who get the experimental learning technique and the control group. table 1 also shows that when viewed from the mean values between the experimental and control groups showed that in the experimental group had a mean higher than the average in the control group. this can be interpreted that the provision of effective experimental learning techniques to improve career planning of students class viii smp negeri 1 kalitidu bojonegoro academic year 2016/2017. the career planning process requires the individual to know real knowledge of himself, his positive attitude toward his career and the skills to plan his career. specifically, in class viii in asca (in connecticut, 2008), the standard of competence that learners must fulfill in the career field directs individuals to begin investigating their careers, identifying relationships between work and school and planning some steps and goals for achieving the desired goal. the source of the in-house planning abilities by applying experimental learning techniques in accordance with the theoretical concepts that one of the factors influencing career choice can be sourced from the individual (sukardi, 1987). students should do 4 steps to get good career planning ability, there are self-assessment, knowledge of academic-career option, in a deep evaluation and goal setting and career plan the impact of experimental learning techniques in improving the capability of career planning for students 50 islamic guidance and counseling journal vol. 1, no. 2, pp. 45-52, july 2018 implementation. that 4 steps should do by their self and implementation and real life. career guidance using experimental learning can make the students active build their skills and knowledge from their direct experiments (kolb, 1984). experiment will include four step of learning (moon, 2013). there is a real experiment, build observation and reflection, generalization, the result is the guidelines for next steps. it assumed that 4 steps of career planning will be more effective when it is given by experimental learning method. besides references from theoretical side, the experiment of mutaqin shows that experimental learning by video and labyrinth game in action research situation can make the students in grade x have a description about their wish in their career option (mutaqin, 2015). the effectiveness of the provision of career guidance services to career planning improvement in addition to the increase of pre-test and post-test, but also from other facts found during the implementation of career guidance activities with experimental learning techniques. each end of the guidance session is done reflection to monitor the change of ability of learners according to the purpose of each session. in general, the results reflect that the examples are given by the counsellor open their minds to follow, observe, understand and implement against him. reflection of the first session aimed at improving learners' self-understanding is obtained that the lack of knowledge about themselves in the learner is due to the gap between talent and interest and the difficulty of determining the interest that the learners really want. the dissonance of parts of the individual self-such as the gap between talent and interest will make it difficult for the individual to understand himself fully (crites, 1981). selfunderstanding process that cannot be done properly will make it difficult for individuals to improve their knowledge about themselves and plan careers. the next reason given by the learner is the difficulty to determine the main interest desired. learners state that his interest is constantly changing so it is difficult to determine what is actually desired. experimental learning techniques are given through the process of remembering every detail of life that has been passed to determine the part of a complete self-cut on each individual. reflection of the second session aimed at helping individuals to determine attitudes in determining career goals and looking at internal and external factors that can support or hamper career goals to be performed. swot analysis and explanation given by the researcher given to the learners make them able to distinguish each part of the analysis to formulate and achieve career goals to be achieved. reflections of the third to fifth sessions aimed at analyzing the experiences and projections of individual expectations. in these three sessions, the individual is focused on making future self-projections based on the results of individual self-analysis. the last session focuses on the career calendar students make as a concrete form of the self-learning process that has been done. conclusion conclusions are systematically presented based on research questions used in the study. the results of research on the impact of experimental learning techniques to improve the skills of career planning class viii junior high school 1 kalitidu bojonegoro academic year 2016/2017, to obtain conclusions in the form of profile level of career planning ability of learners and test results of the effectiveness of the application of experimental learning techniques. in general, the profile of career planning ability level of learners is in the less able category. that is, learners less able to plan a career well marked by having limited knowledge about self, career opportunities and career goals to be achieved, a less optimistic attitude in reaching career goals and able to design realistic steps to achieve the desired career and less actively involved in studying the different types of careers, discussing with other people on career choices and following extracurricular activities in support of a desirable career. septiani zaroh 51 islamic guidance and counseling journal vol. 1, no. 2, pp. 45-52, july 2018 experimental learning techniques proved effective and have a positive impact in improving career planning of learners. the effectiveness of experimental learning techniques is known by the increase in average achievement scores in the experiment class higher than the control class on the implementation of pre-test and post-test. the t-test to gain value of experiment group with the control group. reference abubakar, s. r. 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(2015). penerapan model “experiential learning” untuk meningkatkan kemampuan perencanaan karir siswa kelas x tata busana di smk muhammadiyah gamping. jurnal riset mahasiswa bimbingan dan konseling, 4(6). nurkancana, w., & sumartana, p. p. n. (1986). evaluasi pendidikan. surabaya: usaha nasional. sarwono, s. w. (2010). psikologi remaja (revisi). jakarta: rajawali. state board of education, s. of c. (2008). comprehensive school counseling. usa: publications unit. the impact of experimental learning techniques in improving the capability of career planning for students 52 islamic guidance and counseling journal vol. 1, no. 2, pp. 45-52, july 2018 sukardi, d. k. (1987). bimbingan karir di sekolah-sekolah. jakarta: ghalia indonesia. supriatna, m. (2009). layanan bimbingan karir di sekolah menengah. bandung: departemen pendidikan nasional universitas pendidikan indonesia. surya, m. (1988). pokok-pokok bimbingan karir. jurusan psikologi pendidikan dan bimbingan fip ikip. bandung. wahyuni, b. e. n. (2007). teori belajar dan pembelajaran. jogjakarta: ar-ruzz media group. yusuf, s. (2004). psikologi perkembangan anak dan remaja. bandung: remaja rosdakarya, 197, 14. copyright holder : © zaroh, s. (2018) first publication right : © islamic guidance and counseling journal this article is under : islamic guidance and counseling journal how to cite : kushendar, k. & fitri, h. u. (2018). the personal characteristics of an islamic counselor in understanding identity crisis for adolescents. islamic guidance and counseling journal, 1(1), 17-24. https://doi.org/10.25217/igcj.v1i1.187 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj the personal characteristics of an islamic counselor in understanding identity crisis for adolescents kushendar 1 , hartika utami fitri 2 universitas negeri semarang, indonesia 1 universitas islam negeri raden fatah palembang, indonesia 2 ushenefrans@gmail.com 1 article information: received january 9, 2018 revised january 17, 2018 accepted january 26, 2018 keywords: identity crisis, developmental crisis, islamic counselor as a person. abstract islamic counselor as a person is a reflection of self-embodied in everyday behavior which harmony with islamic sharia, and for adolescent, a role model or personal modeling is needed. and the problems that become the focus on adolescence is the identity crisis, which is one form of developmental crisis that occurs in a certain age range identity crisis also refers to the dilemma of student problems, in the form of juvenile delinquency or group behavior leading to destructive behavior. by understanding the problem a counselor is deemed able to help adolescents in overcoming the problem and also as a person is one form of reflection of adolescence against their good person or counselor as a role model that is displayed in a personal form such as the ability to be quiet when with others, has the capacity to empathize, and other personal characteristics. introduction adolescence is one phase that will be passed by every human being in the stage of development of his life, it can be understood that adolescence is one of the most important periods in the lifespan due to the occurrence of the identity crisis. according to hurlock (hurlock, 2011) in the adolescent period, there is an adjustment to the group of both men and women gradually they begin to crave an identity and not satisfied with being the same with his friends with everything. in line with erikson's opinion in the (feist & feist, 2006) the search for identity ego peaked during adolescence as to find out who he really is and what his identity, with the development of puberty adolescents, seek new roles to help them discover their sexual identity, ideological and work them. according to erikson, there is also a crisis in adolescents or called psychosocial crisis and adolescent problems they try to overcome is identity conflict versus identity confusion. and related to the dilemma that occurs in adolescents today phenomena that occur in adolescents or identity crises formed in the behavior commonly referred to as juvenile delinquency, such as the occurrence of brawl between schools, drug abuse, sex outside marriage, these things is a form of delinquency adolescents who often occur today, in fact the problem is one of the transitional forms of problems faced by adolescents, in search of their identity. understanding the above problems can be seen that the role of parents, teachers and the environment is needed to overcome the problems they face such as how to find the identity. in addition to the role of parents, teachers and counselors also play an important role in helping the formation of identity for adolescents, counselors or counseling teachers who understand the task of development must understand the dilemmas faced by adolescents as individuals who develop. mailto:ushenefrans@gmail.com1 the personal characteristics of an islamic counselor in understanding identity crisis for adolescents 18 islamic guidance and counseling journal vol. 1, no. 1, pp. 17-24, january 2018 one important thing to understand for a counselor is how to build good relationships for adolescents or how to grow closeness so that counselors can easily provide a good understanding for adolescents, understanding the task of development, recognizing the potential of yourself and also any danger that he may face, it is a linkage how counselors help shape good identity for adolescents, a good identity is certainly a self-understanding related to the potential of adolescents, so he can actualize themselves to the environment. discussion adolescents as a growing individual that occurs in the 12-18 year age range, in the early years of adolescence are usually considered to begin when the child becomes sexually mature and ends when he reaches maturity, but more than that the task of adolescent development requires a major change in attitudes and patterns of child behavior. early adolescence is usually referred to as the transition from child to adulthood, the transition itself is a change of attitude and also a physical change of the child, but the transition itself according to hurlock (hurlock, 2011) transition does not mean interrupted with or changed from what has happened before, stage of development to the next stage. that is, what has happened before will leave its mark on what is happening now and in the future, or when children move from childhood into adulthood, children must leave everything that is childish and must also be learning patterns of behavior and attitudes that have been abandoned. it is intended that every child's development is particularly important to the stage of adolescents, there are some things that are important to understanding the changes that occur in adolescents such as unstable emotion, one of the traits of adolescents is their unstable emotional state. they have difficulty in controlling emotions. unable to resist desire, adolescents usually have this trait and will ultimately impact the burden of parents because they have to fulfill the wishes of those who ask for something. in this period, some parents don't know how bad word would affect adolescents, that words like labeling could have the bad impact on the adolescent's self-concept (kushendar & maba, 2017). if not granted will cause anger and other problems arise. easily affected. other adolescents are easily affected. the influence of the teenager's social environment has had an impact on the teenager. they will have a tendency to follow what is within their social circle. having an awkward, rigid, and shy attitude, adolescents often have an awkward attitude, tend to be shy, and rigid when socializing in the neighborhood, not to be arranged, things to know, adolescents have unruly nature and rebellious spirit. when you ban and even rebuke, the attitude that will be shown is rebelled frontally or just silently. but we do not misjudge, the residence of adolescents will actually be bad, they keep all their neg or union in the heart and this will only cause a grudge in his heart. likes to form groups, the nature of adolescents that we must understand next is that they like to group. it is these groups that will eventually lead to problems resulting from friction between adolescent groups. this will result in the brawl between teens and fights. high curiosity is the age at which the child has a very strong curiosity. they are always exploring what is near them. it is near them that is feared will bring bad impact. if the thing explored is positive then the effect will be good for the child's personality later. but if the explored is negative then it will damage the personality and morale of adolescents. based on the above explanation can be seen that adolescents are individuals who develop with all the problems and dilemmas faced, one of the focus of the problem is the root refers to the search identity, identity means knowing who i am, and how do i plunge into my community. the search for self-identity will involve all the things we know and learn about life and ourselves and then become one unity which is then referred to as the self-image or figure referred to by the community. kushendar & hartika utami fitri 19 islamic guidance and counseling journal vol. 1, no. 1, pp. 17-24, january 2018 in search of identity there is also something very important and feared in adolescents is one of the phenomena called by erikson one of the theoreticians of personality is a denial (reduction). erikson explains that the tendency of migration or denial is a form of the question of identity searching which in addition leads to the loss of adolescents identity, because sometimes through the wrong way adolescents sometimes tend to let themselves "melt" in one group, especially groups that can quickly identify to them, what matters is what about the wrong group (borooe, 2015). based on the results of research on the influence of adolescent conformity with the title of emotional maturity relationship with conformity in adolescence concluded that there is a very significant positive relationship between emotional maturity with conformity in adolescents (rachmawati, 2012). that is, the higher the emotional maturity the higher the adolescent conformity. in the sense that this tendency is entered for groups of adolescents or groups who are excluded from the demands of society, groups in unrest, and they may be involved with destructive activities, drugs or terrible with their group's psychotic fantasies, wrong group behavior on adolescents would be a pretty serious problem. here are some cases that occur in adolescents. as quoted from detiknews.com (masnurdiansyah, 2016) said that the brawl occurred students from two vocational schools in karawang regency involved brawl in central road sawah, krajan village, district purwasari, karawang regency, on wednesday afternoon today. a student named asep gani (17) had to die from injuries all over his body (5/10/2016). and then the case is almost equal to the occurrence of the juvenile brawl that led to casualties that happened in jakarta (amelia & hariyanto, 2017), police investigate the brawl between students in flyover pasar rebo, ciracas, east jakarta, the video was viral in social media. in the event that happened on february 14, one student died. "we see there is a brawl between students of smk adiluhur and smk bina kandung. seen there was a high school boy who did the damage, we are on the road, we take it to kramat jati hospital and died on the way," said head of public relations polda metro jaya kombes argo yuwono told reporters at polda metro jaya, jakarta, friday (24/2/2017). the same problem also occurred in one of the big cities of bogor. as quoted from berisasatu.com (saojao, 2016), early school entry after a long holiday colored brawl between students in jalan raya bogor-jakarta km 48 nangewer sub-district, cibinong district, bogor regency, monday (28/3). students named herdiansyah (19) were killed after being hit by sharp objects on the head. cibinong police chief, bogor district police, commissioner hida tjohyono when confirmed tell, the brawl occurred at around 16:00 pm. at that time the two groups of students who allegedly came from the tri darma vocational high school and yapis vocational high school met on jalan raya bogor. "perhaps among the group, there is provoked brawl, and one student named herdiansyah was hit by the head. also collapsed and saw one student injured" said hida, monday (28/3/2017). the above is certainly a dilemma for the parents of teachers and adolescents themselves, the form of juvenile delinquency such as student brawl above is a problem experienced for interpersonal adolescents, searching identity by joining in groups that direc on brawl behavior, it becomes a focus enough to be concern for adolescents, because sometimes their principle is better to be evil and brazen and accepted by the group than not being anyone and shunned friends. this is a concern or a form of the identity crisis in adolescents. the identity crisis is a crisis in the developing crisis. further, citing one of the journals put forward by hatano explains that the problem of identity crisis is also faced by adolescents, in terms of assessing individuals or adolescents who like to consume alcohol in the country, and the result there is a positive acceptance from others compared to adolescents including non-alcoholic. while patterns may indicate that the personal characteristics of an islamic counselor in understanding identity crisis for adolescents 20 islamic guidance and counseling journal vol. 1, no. 1, pp. 17-24, january 2018 participants identify stronger drinkers (and social and behavioral identities) than non-alcohols (hatano, 2016). this makes a serious dilemma in which positive acceptance is formed due to negative behavior, or in the sense of a problem occurring with remain indonesia that negative behavior becomes one of the factors that lead to acceptance in the social environment. the role of the counselor is crucial in helping to deal with growing teenage problems according to a research on adolescent counseling in clinics and service settings. the context of providers, as well as the context of adolescent development, is characterized and their implications for explicated contraceptive counseling (jaccard, 2013). after reviewing the research on the effectiveness of counseling, it was concluded that there is little empirical evidence to support the effectiveness of current practice regarded as a totality. twelve principles for effective contraceptive counseling are then derived as a basis for establishing evidence-based contraceptive protocol counseling for adolescents. one of the services performed by counselor in dealing with free sex behavior which is a form of adolescent problem identity crisis becomes something seriously faced by adolescents, as in one of the research journals conducted on iran adolescents (hadir, 2011) explains that the problems experienced by teenage iran almost the same as indonesian adolescents one of the identity crisis. in developing countries, the decline in mental health has increased and ignored the social, family, and personal dimensions of school, such as education, personal, family, career, finance, adaptability, emotional and mental, is a problem experienced by adolescents in iran's adolescent problems occurs because of adolescent sensitivity mainly due to identity crises, and role confusion (gender issues). based on these studies can be seen that the identity crisis is a problem that many adolescents face. because at every stage of the development of many problems that will be faced by every individual. developmental theories must play a part in crisis intervention. blocher in (james, 2008) believes that the crisis movement of the stage of development through the variables of development of life is very important, the developmental crisis is one of the normal growth of man and an evolution where dramatic changes or shifts occur that produce abnormal responses. the developmental crisis is considered normal, however, all people and all unique developmental crises should be assessed and dealt with in a unique way as well. according to erikson (feist & feist, 2006) that the form of crisis does not necessarily signify a threat, but a turning point, a crucial period that will increase the fragility and dislocation of potential, the identity arises from two sources: adolescent affirmation or denial of right-child identification, young people often deny the standards of their elders, choose the values of friends of friends or friends. however, the community plays an important role in shaping their identity. counselor as one of the professional and social workers who served to assist and provide psychosocial services to individuals who have problems. so it can be said that the role of a counselor is a professional who provides assistance to the problematic individual where his existence is needed, especially helping learners in overcoming the identity crisis. counselor as a person can be interpreted as a model that is able to understand every problem of students or adolescents, understanding is the initial capital to understand what is happening to students, because a common understanding is one of the counselor personality skills according to (gabriela, 2015) seeing the quality of counselors should also understand the skills which are owned by exploring the important qualities that a counselor should have, and to develop this skill in dealing with students. in that problem also the focus is a group and concluded that among several aspects involved, the concept of 'diversity' implies the recognition of understanding differences individuals understand well the problem. and respect for every human being and each group can be ascertained as one of the important ways to understand the individual or adolescent differences, so counselor as a person who understands the skills of students or adolescents. kushendar & hartika utami fitri 21 islamic guidance and counseling journal vol. 1, no. 1, pp. 17-24, january 2018 counselor as a person means that the outward qualities of a counselor are captivating, have the ability to be calm when with others, have the capacity to empathize, and other characteristics that have the same meaning. it can be interpreted that a counselor when with others here in a sense when facing adolescents as individuals develop counselors with sincerity and good intentions then automatically also he becomes an interesting person for others, especially at school and in adolescents, it is described as an attraction personal that can be interpreted as a good side of one's interests and pleasure towards others. in other words, when the counselor has a personal appeal would make one step to build closeness for adolescents as a growing individual. the person of a balanced counselor can assist him in performing his duties as a calculative counselor (marshudi, 2013). furthermore, personality of counselor is a very important thing in counseling. a counselor must be mature, friendly, and empathetic (gladding, 2012). they must be altruistic (concerned with the interests of others) and not easily angry or frustrated. the personal qualities of counselors are the factors that determine the course of counseling. not just the science and techniques that a counselor must have. the facts show (sutoyo, 2017) that the counselee (client) does not want to go to the counselor's room to use counseling because the personality of the counselor they consider to be brave, loud, temperament, belittling students etc. rather than, guiding the counselee to get back tho their destiny to be a believer of allah swt., then improve their fitrah iman (faith), jasmaniah (physically) and rohaniah (spirituality) (sutoyo, 2013). therefore in addition to the science of a counselor should also have a good personality, quality and adapt accountably. personal equality between counselor and client is important in counseling activities. in overcoming the problems of adolescents, for example, the identity crisis faced by learners, for example, one of the factors causing the problem is the lack of role models or models for adolescents in shaping their personality, and a counselor who becomes self-exemplary essence or example is understood as an instrument the effectiveness. furthermore, the personality of an effective counselor can be seen from the foundation of self-development includes several points as follows (awalya, 2013): no development platform personality the points 1 development of the foundation and religious identity that the counselor as a helper relief is required to have an understanding of religious values, strong commitment to practice these values in everyday life the process of assistance is worth worship and is based on sincerity and patience 2 empathy development looking at the frame of reference of the counselee world (internal frame of reference) putting yourself into the frame of the counselee's internal perceptions feel what the counselee feels thinking with counselee, not thinking about or counselee being an emotional mirror/mirror feeling counselee (emotional mirror) 3 development of reflection on integrity and stability of personality have a professional attitude that does not involve personal problems experienced by the counselor wholeness, or integrity that comes from the quality of honesty and consistency of strong character the personal characteristics of an islamic counselor in understanding identity crisis for adolescents 22 islamic guidance and counseling journal vol. 1, no. 1, pp. 17-24, january 2018 counselors who have a stable personality, or are able to control the negative emotions in self and the environment are 4 personal development of stress tolerance and frustration good stress management creates measurable and achievable goals in life stress can be well managed menghasilkan motivasi, challenges and goals, strengths, and achievement  can anticipate and minimize the frustration of failure 5 development of counselor positive thinking think positively without seeing the negative side positive thinking can make self-concept stronger by adding an indicator of understanding that is hope, trust, acceptance, and patience. have the benefits of being healthier, confident, making the right decisions, improving focus, being able to manage time, be more successful, have more friends become brave and live happier 6 development of the counselor's personal life values can make the values of life as a personal identity the value of life is a measure of attitude, words, situations, and so on understand the meaning of ethics, ethical etiquette of values and norms 7 prejudice and cultural stereotif understanding the concept of prejudice that is feeling of tendency in action (behavioral tendency) and beliefs (beliefs) avoiding bad prejudices including cultural stereotypes 8 development of counselor's self management how the counselor describes the process of achieving self-autonomy good control of the reaction of thoughts and feelings understanding self-change to the counselee able to self-directed counselee in the change of selfdirect and self-control behavior table 1. development of effective counselor personality (awalya, 2013) conclusion understanding teenage issues are also included in understanding the changes of selfadolescents, not only in terms of physical alone but in terms of psychic, rampant behavior or juvenile delinquency such as brawl between adolescents, alcohol, and group behaviors that are destructive, a dilemma in today's adolescents. the lack of understanding and the right role model or example make adolescents a confused person of identity or identity crisis, the form of identity crisis is one form of developmental crisis that occurs in every human, and the identity crisis becomes something that must be understood by adolescents do not fall into deviant behavior, one of the tendencies of adolescents today is group behavior, it is considered appropriate for adolescents, since the concept of self-acceptance and recognition becomes very important for adolescents, but entering into group behaviors will become destructive behaviors if the group itself is destructive, a counselor as a private person has a very important role important in helping the problem, one of the focussed roles is the role of counselor as a person or role model for adolescents, a counselor who has a personal appeal to be of more value in performing his role, and an appropriate role model for adolescents, the personal qualities are reflected in the kushendar & hartika utami fitri 23 islamic guidance and counseling journal vol. 1, no. 1, pp. 17-24, january 2018 attitude captivate, have the ability to be calm, have the capacity to empathize and other characteristics reference amelia, m., & hariyanto, i. 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(2017). peran iman dalam pengembagan pribadi konselor yang efektif. jurnal psikoedukasi dan konseling, 1(1). copyright holder : © kushendar, k. & fitri, h. u. (2018) first publication right : © islamic guidance and counseling journal this article is under : islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: pant, n., & sharma, o. (2021). the effect of professional and non-professional courses on mental health among college students. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1243 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the effect of professional and non-professional courses on mental health among college students naveen pant*, om kant sharma gurukula kangri university, india naveenpantgkv@gmail.com* article information: received december 13, 2020 revised january 22, 2021 accepted january 31, 2021 keywords: mental health; nonprofessional course; professional course abstract this study is designed to examine the impact of types of courses of study (professional/non-professional courses) on mental health (anxiety, depression, loss of behavior or emotional control, general positive affect, emotional ties, or life satisfaction) among postgraduate students. the sample is comprised of both professional and non-professional courses students of gurukula kangri vishwavidyalaya, haridwar, india. the purposive non-probability sampling method is used to select the sample of the study. the mental health inventory (mhi-38) and interviews have been conducted to find out the level of mental health and its subscales among college students. as a result of the study, mental health subscales of depression, loss of behavior or emotional control, general positive affect, emotional ties turned out to be significant functions of mental health among students, wherein these four subscales non-professional courses students found to be significantly higher than the students of the professional course. further anxiety and life satisfaction turned out a not significant function of mental health among professional and nonprofessional course students. introduction mental health has been a focal point of study from the very beginning. the definition of the concept of mental health has been changed from time to time, because of the cultural and other differences (rockville, 2001). generally, mental health is a state of psychological or mental wellbeing. this study observes the role of course of study in the field of mental health. the mental health is divided into 6 dimensions (the mental health inventory, 2003) in the present study. those are anxiety, depression, loss of behavior or emotional control, general positive affect, emotional ties, and life satisfaction. a higher score on anxiety indicates greater anxiety. a higher score on depression indicates greater depression. a higher score on the loss of behavior or emotional control indicates a greater loss of behavior or emotional control. higher scores on general positive affect indicate greater positive affect. a high score in emotional ties means greater emotional ties. people scoring high in the dimension of life satisfaction indicate greater life satisfaction. the objective of this study is to visualize the impact of types of course understudy (professional or non-professional courses) on mental health (anxiety, depression, loss of behavior or emotional control, general positive affect, emotional ties or life satisfaction) of postgraduate students. singh & singh (2008) studied stress and adjustment in professional and nonprofessional students and found professional students to be poorly emotionally adjusted in comparison to non-professional, and further found professional students having more stress as https://journal.iaimnumetrolampung.ac.id/index.php/igcj/article/view/1243 https://journal.iaimnumetrolampung.ac.id/index.php/igcj/article/view/1243 https://orcid.org/0000-0003-3043-3686 mailto:naveenpantgkv@gmail.com pant, n., & sharma, o. 99 islamic guidance and counseling journal vol. 4, no. 1, pp. 98-105, january 2021 compare to non-professional students. sharma & kirmani (2015) found professional students having more symptoms of depression and anxiety than the non-professional students. sarode & tendolkar (2015) found non professional undergraduate students to be more emotionally intelligent than professional postgraduate students. shirazi et al. (2012) studied mental health and personality characteristics in professional and non-professional students, and found a significant relationship between mental health and personality characteristics, the agreeableness, neuroticism, and openness were found to be significant predictors of mental health. further they found that professional and nonprofessional students have no significant difference in mental health and personality characteristics in terms of gender. kumar & bhukar (2013) found stress to be significantly higher among girls in comparison to boys of their profession. the coping strategy was found to be higher in boys than girls in terms of their respective professions, but physical education girls were found to have higher coping strategy than boys and girls of engineering, finally, they concluded physical education student to better in coping strategy than engineering students. but menka (2016) found neutral results stating no significant difference between professional and non professional students in terms of anxiety, and also found no significant difference between male professionals and male non professionals in terms of anxiety. joshi & garg (2013) found a significant difference between males and females in mental health. and further found a significant difference between length of service for more than 10 years and length of service for less than five years. nisa (2013) found extraversion to be a significant predictor for positive self-evaluation; openness to be a significant predictor for the perception of reality, agreeableness for the integration of personality. ashwini & barre (2014) found a significant difference in stress experience among students. and further found a significant difference between arts and science students in terms of adjustment areas, a significant difference between boys and girls in terms of academic performance and a significant difference between arts and science in terms of academic performance. sharma (2014) found that, among adolescents, gender and stream have a significant interaction effect on depression. girls were higher on depression as compared to boys, and arts students were found to be highly depressed as compared to science and commerce students. further, he got no difference among science, arts, and commerce stream boys on depression. among girls of science, arts and commerce streams a significant difference was found in terms of depression, favouring arts girls. finally, he indicated gender and stream to be effective in terms of depression in adolescents. kumari & jain (2014) found a relationship between examination stress and anxiety among college students and arts students were found having highest stress and anxiety during examination in compare to science students. but singh & singh (2008) found contrary results they found professional students having more stress as compared to non-professional students. seth & asudani (2014) found that the professional courses students have higher level of suicidal ideation than the non-professional course students. arora (2015) found male students of professional courses showing slightly higher degree of positive adaptability regarding changes taking place about position of women in society than female students. on other hand females of non-professional students are slightly high than men regarding adapting positive changes. in a recent study, pant & srivastava (2019) found a significant positive relationship between spiritual intelligence and mental health among arts and science students and found no significant difference between art and science students on mental health. shirazi & khan (2013) found no significant difference among professional students’ life satisfaction in terms of residence, gender. for nonprofessional students’ life satisfaction they found significant difference in terms of residence and gender. the effect of professional and non-professional courses on mental health among college students 100 islamic guidance and counseling journal vol. 4, no. 1, pp. 98-105, january 2021 rationale of the current study as this study is conducted with these mental health dimensions (anxiety, depression, loss of behavior or emotional control, general positive affect, emotional ties, and life satisfaction) in indian context among professional and no professional students is the core part of the study. significant part of the study is that, this is the first of its kind conducted in indian gurukula setting for knowing the mental health levels, differences and challenges among college students having professional and non-professional stream in their education. hypotheses type of course understudy (professional or non-professional) will influence mental health (anxiety, depression, loss of behavior or emotional control, general positive affect, emotional ties, and life satisfaction) of postgraduate students. author also registered six subhypotheses. 1. there will be no significant difference between the levels of anxiety in postgraduate students of professional and non-professional courses. 2. there will be no significant difference between the levels of depression in postgraduate students of professional and non-professional courses. 3. there will be no significant difference between the levels of loss of behavior or emotion control in postgraduate students of professional and non-professional courses. 4. there will be no significance difference between the levels of general positive affect in postgraduate students of professional and non-professional courses. 5. there will be no significant difference between the levels of emotional ties in postgraduate students of professional and non-professional courses. 6. there will be no significant difference between the levels of life satisfaction in postgraduate students of professional and non-professional courses. methods research design this study is based on non-experimental research design. adequate techniques were applied to control the intervening or extraneous variance of the study. such as 1) subjectrelevant variables (a) age should 21-25 years (b) education should post graduation. 2) environment, the subjects in the study were analyzed in a comfortable environment. care was taken to free them from any kind of stress of fatigue as for as possible. relevant and related information about the test was provided to the participants. type of courses under study (professional or non-professional) is the independent measure in the research. mental health is dependent measure in the study. it has six dimensions 1) anxiety, 2) depression, 3) loss of behavior or emotional control, 4) general positive affect, 5) emotional ties, and 6) life satisfaction. participants in this study, the purposive non-probability sampling method for drawing sample has been used. the final sample of 60 students (30 professional and 30 non-professional courses) has been cautiously drawn. the participants of mental health has been drawn from gurukula kangri vishwavidyalaya (deemed university), haridwar. the elements of the universe are both postgraduate students of professional (mba, mca etc.) and non-professional (ma etc.) courses studying at university campus. their age ranges between 2125 years. they all are males. pant, n., & sharma, o. 101 islamic guidance and counseling journal vol. 4, no. 1, pp. 98-105, january 2021 instruments the following tools were used for collection of the data. 1) personal bio-data sheet, this was a front page of the questionnaire and has the options for the demographic entry. it included instructions, name (not compulsory to be filled), gender, age and educational stream. 2) interview sessions were conducted to collect the necessary details about the mental health. 3) the mental health inventory (mhi-38), the mental health inventory (2003)’s all of the 38 mhi items, except two, are scored on a six-point scale (range 1-6). items 9 and 28 are the exception, each scored on a five-point scale (range 1-5). the questionnaire provides scores for 6 separate mental health subscales. these are anxiety, depression, loss of behavior or emotional control, general positive affect, emotional ties, and life satisfaction. higher scores on three subscales indicate positive states of mental health (general positive affect, emotional ties, life satisfaction); higher scores on the other three subscales indicate negative states of mental health (anxiety, depression, loss of behavioral or emotional control). procedures data collection procedure was adopted with relevant precautions. all participants were taken from the haridwar (one of the most famous religious city of the world). detailed information about the mental health was gathered from interviewing and 60 cases of post graduate students: 30 professional and 30 non-professional courses were selected. mental health inventory (mhi) was cautiously administered on all 60 selected participants. data analysis each score was tabulated for finding the nature of the test scores of all variables under consideration. mean, median, standard deviation, skewness, kurtosis, and t-test is applied to find the results and a significance of the difference at the level of .01 and .05 among all the variables. results and discussion results based on the results of data analysis, the table 1 showed the demographical table 1. the demographical information of participants category of students gender age in years n professional course male 2125 30 nonprofessional course male 2125 30 table 2. the differences between each variables in professional and non-professional courses variables category m sd sed df t-value p an pro 24.3 6.73 1.62 58 .90 > .05 non 25.76 5.85 de pro 9.8 3.67 0.87 58 2.26 < .05 non 11.7 3.02 lc pro 18.96 5.29 1.26 58 2.23 < .05 non 23.26 4.48 gp pro 38.06 9.71 2.05 58 2.11 < .05 non 42.40 5.66 et pro 8.40 2.52 .52 58 2.21 < .05 non 9.56 1.38 ls pro 4.40 .89 0.25 58 1.58 > .05 non 4.00 1.05 pro = professional, non = non-professional an = anxiety, de = depression, lc = loss of behavior or emotion control, gp = general positive affect, et = emotional ties, ls = life satisfaction the effect of professional and non-professional courses on mental health among college students 102 islamic guidance and counseling journal vol. 4, no. 1, pp. 98-105, january 2021 information of participants. table 2 showed that there is no signifincant difference between two means of anxiety and life satisfaction levels in postgraduate students of professional and non-professional courses. besides, there is a significant difference between two means of depression, loss of behavior or emotion control, general positive affect, and emotional ties levels in postgraduate students of professional and non-professional courses. discussion as it is previously discussed higher scores on three subscales indicate positive states of mental health (general positive affect, emotional ties, life satisfaction); higher scores on the other three subscales indicate negative states of mental health (anxiety, depression, loss of behavioural or emotional control). results of the present study show that professional and non-professional courses of postgraduate students determine the difference in the 4 dimensions; level of depression, loss of behavior or emotional control, general positive affect, and emotional ties, but does not determine the 2 dimensions; level of anxiety and life satisfaction. where past studies are both in favour and contrary of present studys results. no significant difference has been found between the levels of anxiety in postgraduate students of professional courses and non-professional courses. in this study, results imply that there would be no significant difference in postgraduate students of professional and nonprofessional courses regarding the level of anxiety. it may be due to postgraduate students of both study types easily face the almost similar challenges of everyday life based on their own needs. same as menka (2016) found neutral results stating no significant difference between professional and non professional students in terms of anxiety, and also found no significant difference between male professionals and male non professionals in terms of anxiety. a significant difference has been found between the levels of depression in postgraduate students of professional courses and non-professional courses. this result shows that depression level of postgraduate students of both study types differs significantly. the level of depression has been found more in postgraduate students of non-professional courses than professional courses. in sum, the findings in this study were in line with the findings of past research. sharma (2014) found the similar results that, among adolescents, gender and stream have a significant interaction effect on depression. arts students were found to be highly depressed as compared to science and commerce students. a significant difference has been found between the levels of loss of behavior or emotional control in postgraduate students of professional and non-professional courses: this result implies that loss of behavior or emotional control level of postgraduate students of both study types differs significantly. the level of loss of behavior or emotional control has been found more in postgraduate students of non-professional courses than professional courses. in support of results kumari & jain (2014) found arts students having highest stress and anxiety during examination in compare to science students. the contrary results were found by singh & singh (2008) where they found professional students to be poorly emotionally adjusted in comparison to non-professional. further found professional students having more stress as compare to non-professional students. a significant difference has been found between the levels of general positive affect in postgraduate students of professional and non-professional courses: this result implies that general positive affect level of postgraduate students of both study types differs significantly. the level of general positive affect has been found more in postgraduate students of nonprofessional courses than professional courses. singh & singh (2008) found the similar results; they got professional students to be poor in emotional adjustment in comparison to non-professional. a significant difference has been found between the levels of emotional ties in postgraduate students of professional and non-professional courses: this result implies that pant, n., & sharma, o. 103 islamic guidance and counseling journal vol. 4, no. 1, pp. 98-105, january 2021 emotional ties level of postgraduate students of both study types differs significantly. the level of emotional ties has been found more in postgraduate students of non-professional courses than professional courses. in support of the results of the present study sarode & tendolkar (2015) found non professional undergraduate students to be more emotionally intelligent than professional postgraduate students no significant difference has been found between the levels of life satisfaction in postgraduate students of professional and non-professional courses: this result shows the life satisfaction level of postgraduate students of both study types does not differ significantly. same as pant and srivastava (2019) found no significant difference between art and science students on mental health. finally, pant & srivastava (2015) found no significant difference between art and science students on quality of life. limitations and suggestions being behavioral science research the present research also had some limitations. the main limitations of this study are: the sample may be larger for the purpose and may be drawn from various colleges, institutes, or universities of all territories of uttarkhand state, india. any method of probability sampling process may be used instead of a purposive nonprobability method that has been used in the present study. other independent variables as socioeconomic status, gender, and quality of life may be studied in further research. implications the study will be helpful in determining the behavior and techniques among professional and nonprofessional courses’ students, with especial focus on nonprofessional. because present study’s all variance indicates towards nonprofessional students whether in favour and oppose, as ahmad & ahamad (2016) also found the non-professional students to be more anxious in compression to professional students in both gender. the present study suggests the need of mental health services and interventions for college going students, as researches indicating the various mental health challenges among students. there on one side the results indicate the causes and challenges of mental health among students of professional and non-professional course, on other side provides a direction for the new research and therapeutic approach in light of past favourable and contradictory studies. the study will be helpful and center of attraction among, school counselors, psychologists, researchers, parents etc. the present study finally suggests mindfulness-based interventions for the college students as mcconville et al. (2017) suggest on basis of their research on health profession students that it is helpful in decreasing stress, anxiety, and depression, and improves empathy, mood, self-efficacy and mindfulness, and mindfulness-training could be easily adapted among these students. conclussion the six mental health subscales are important for scientific study. they characteristically remain a function of mental health. for instance, mental health subscales of depression, loss of behavior or emotional control, general positive effect, emotional ties turned out to be significant functions and anxiety and life satisfaction turned out a not significant function of mental health. this study explores that postgraduate students of professional and non-professional courses promote the same experience with anxiety and life satisfaction. feels depression, loss of behavior oremotion control, general positive affect and emotion ties differently as the basis of their profession. the area of the investigation remains highly prospective and new. results of more sophisticated researches in the area would pave the way to new vistas of research. the effect of professional and non-professional courses on mental health among college students 104 islamic guidance and counseling journal vol. 4, no. 1, pp. 98-105, january 2021 acknowledgments authors are thankful to all the students who helped them as being the participants of the study, and owe thanks to those who helped them directly and indirectly making this study come to the end. author contributions statement ok designed study, collected data, made data analysis and got all necessary permissions for the study. np provided past review of literature, converted the unstructured study into structured one with necessary addition, and prepared the manuscript. references ahmad, z. & ahmad, e. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.4103/jdmimsu.jdmimsu_175_19 http://www.rknec.edu/naac2/03/3.4/3.4.5/3.4.5-proofs/47..pdf https://www.ijsr.net/search_index_results_paperid.php?id=sub155259 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=sharma%2c+v.+%282014%29.+effect+of+gender+and+stream+on+depression+among+adolescents.+international+journal+of+education+and+psychological+research%2c+3%282%29%2c+46-+49.+&btng= https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=sharma%2c+v.+%282014%29.+effect+of+gender+and+stream+on+depression+among+adolescents.+international+journal+of+education+and+psychological+research%2c+3%282%29%2c+46-+49.+&btng= https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=shirazi%2c+m.%2c+khan%2c+m.+a.%2c+%26+ansari%2c+m.+f.+a.+%282012%29.+mental+health+in+relation+to+personality+characteristics+among+professional+and+non-professional+students.+journal+of+arts%2c+science+%26+commerce%2c+3%281%29%2c+8-+15.+&btng= https://doi.org/10.5923/j.ijap.20130304.03 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=singh%2c+a.+%26+singh%2c+s.+%282008%29.+stress+and+adjustment+among+professional+and+non+professional+students.+industrial+psychiatry+journal%2c+17%281%29%2c+26-+27.&btng= https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=mental+health+national+outcomes+and+casemix+collection%3a+overview+of+clinician-rated+and+consumer+self-report+measures&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: akhsania, k., basuki, t., sugiharto, d., & japar, m. (2020). students’ career understanding and career decision making self-efficacy in junior high school. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.950 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung students’ career understanding and career decision making self-efficacy in junior high school khayatun nufus akhsania1*, tentrem basuki1, dyp sugiharto1, muhammad japar4 universitas negeri semarang, indonesia1 universitas muhamadiyah magelang, indonesia2 khayatunakhsania@gmail.com* article information: received january 25, 2020 revised july 2, 2020 accepted august 15, 2020 keywords: career development; career understanding; cdse-sf; junior high school abstract this study aimed to determine students’ career understanding on the career decision making self-efficacy of junior high school students in central java province. the study used qualitative method, comparative test for data analysis, and self-efficacy scale to collect the career decision making data of students who have and have not gained career understanding. in this way, bandura’s theory of self-efficacy was used as a framework theory, while cluster random sampling was employed to collect the study sample (n = 311). the data collection was done through a direct survey using 25 questions regarding career decision making self-efficacy (cdse-sf) and career understanding questionnaire. based on the data analysis, the researchers found significant differences in cdse-sf results of students who have gained career understanding and not, including (1) understanding of various alternative jobs (t(311) = 4.911, p < .000), (2) information on the world of work requirements (t (311) = 4.602, p <.000), (3) information on job vacancies (t(311) = 4.111, p < .000), and (4) understanding of job qualifications (t(311) = 3.460, p < .001). these findings recommend the students to improve their career decision making using career guidance and counseling strategies in form of various alternative services, such as career counselling services, group guidance, classroom service, and even support from other parties. introduction education, for example, formal education is an important medium to improve human resources quality, help human grow and develop potential within, and provide future education for every individual (depdiknas, 2003). this importance urges countries to assist their citizens by providing ideal education so that the national education goal, namely providing suitable curriculum and instructors for individual development in career specialization can be realized. career affects human life happiness as a whole. therefore, the accuracy of career selection and decision making becomes a prominent point in the journey of human life. career decision starts from adolescence period or at junior high school level aged between 11-15 years. in this period, adolescents have been able to think abstractly and hypothetically, predict what may happen, and plan their future (steinberg, 2014). junior high school students’ career maturity covers career insight and readiness, ability to describe various jobs, gain education and activities related to self-abilities (kebudayaan, 2016). career decision making is a significant developmental task which takes place at the end of adolescence and https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v4i1.950 https://orcid.org/0000-0002-5665-2126 https://orcid.org/0000-0001-5144-4822 mailto:khayatunakhsania@gmail.com akhsania, k., basuki, t., sugiharto, d., & japar, m. 13 islamic guidance and counseling journal vol. 4, no. 1, pp. 12-20, january 2021 early adulthood period. accordingly, adolescents can perform such task if they can understand abilities (general intelligence, special talents, academic achievement, and work skills), vocational interest, and personal characteristics. however, not all of them can fulfil these requirements due to lack of motivation in career selection involvement, lack of selfunderstanding, lack of environmental understanding, and lack of knowledge about relationship between self and environment (breeding, 2008). career decision making is strongly related to self-efficacy. according to bandura (2010) self-efficacy is defined as one’s assessment of his abilities to plan and carry out actions that lead to a particular goal. the term popularized by bandura (1969, 1989) also refers to belief in one’s abilities to manage and implement his actions to pursue goals. in other words, self-efficacy is self-assessment regarding competencies used to accomplish specific tasks. career decision making belief or career self-efficacy is considered as a determinant factor which affects career decision making processes (palazzeschi, levin, & gati, 2015). it is also described as the extent to which someone succeeds in completing particular tasks and performing actions in the process of career decision making, such as self-assessment, job information collection, goals determination, future plan, and problem solving (betz & luzzo, 1996). in addition to this, junior high school students should know how to do career decision making. taylor & bertz (1983) state that cdse-sf is important to one’s career decision making. it covers several cognitive outcomes and career behavior aspects, such as career determination, career decision making, career optimism, career commitment, and many others. bandura's theory states that career decision self-efficacy is the main mediator for behavior direction and behavior change direction (betz, hammond, & multon, 2005). selfefficacy of career decisions has become a theoretical and empirical concern, as well as its role in predicting a person's behavior or the direction of choosing a person's behavior (song & chon, 2012). pambudi, mulawarman, & japar (2016) proved that students have a high level of self-efficacy, can do good career planning. work fields are increasingly differentiated or specified, so applicants should have higher abilities to get a job. the transition of school level to university or higher education level is one important step to pursue career success in the future, while career planning failure may be influenced by current decision making (koen, klehe, & vianen, 2012; savickas, 2012; nilforooshan & salimi , 2016). unfortunately, in reality, there found many high school students feeling confused about career decision making, meaning that not all students are able to make the right decision. it is in line with data collected from a case study regarding the stability of career decision making by the eighth grade students of sudirman ambawara islamic middle school that the students had low career maturity qualifications (purnamasari, 2015). another finding from ragasukmasuci (2013) who investigated the ninth grade students in public junior high school 9 bandung indicated that 79% of students were confused about choosing high school, 71% of students have not yet been able to solve their own problems when choosing school to continue their study, and 72% of students were not courage to express their ideas about school to choose. also, a study by malichah (2014) revealed that the students of public junior high school 3 prambanan felt hesitant in decision making and most of them have not yet made a choice after graduating from their junior high school. similarly, iskandar’s study (2015) which investigated career guidance programs designed based on the career decision of the ninth grade students of public junior high school for islamic education 2 bandung concluded that students were confused and still influenced by parents or their peers so that the career they decided was not originally based on their interest. edwards & quinter (2011) proved that junior high school students did not know accurate career information which resulted in low knowledge of career opportunities. given the burden of the above problems, there were some problems arouse, such as how to prepare for the future, kinds of education to take to obtain the expected job or career, and students’ career understanding and career decision making self-efficacy in junior high school 14 islamic guidance and counseling journal vol. 4, no. 1, pp. 12-20, january 2021 how to get that job or career. these situations become problems faced by students in planning their career. also, these may arise due to lack of information, such as requirements and professional interests needed to achieve a particular career. therefore, students need to have sufficient information on their future school to help them make a choice. rationale of the current study after previously making a survey, obtaining information regarding students’ problems in career, and reviewing some studies related to career decision making self-efficacy, students’ career understanding on career decision making self-efficacy became the focus of this study. to do so, the researchers employed career decision making self-efficacy (cdsesf) (betz & klein, 1996) as the main instrument in measuring the level of self-efficacy in career decision making with indicators that include 1) self-appraisal, 2) occupational information, 3) goal selection, 4) making plans for the future, and 5) problem solving. objective since there found a study limited to junior high school career understanding, the current study focused on investigating the difference in self-efficacy and the career decision making of junior high school who have and have not gained career understanding knowledge. methods participants the participants in this study were junior high school students in central java province, while the sample was representative residency chosen randomly and resulted 311 respondents. to obtain their data, the researchers used an adopted instrument that has been back-translated into indonesian. for more, students’ career decision self-efficacy was measured using an adopted instrument of career decision making self-efficacy (cdse-sf) (betz & klein, 1996) and questionnaire of students’ career understanding. instruments following instruments were used to access study constructs. career understanding questionnaire career understanding questionnaire consists of 4 aspects, namely 1) understanding of various job alternatives, 2) information on the world of work requirements, 3) information on job vacancies, and 4) understanding of job qualifications. this closed questionnaire was aimed at sorting out students who have and have not admitted that they have career understanding. career decision making self-efficacy (cdse-sf) cdse-sf consists of 25 items and was developed from 5 indicators, namely 1) selfappraisal, 2) occupational information, 3) goal selection, 4) making plans for the future, and 5) problem solving. the scale value was interpreted using likert scale, covering 1 (not sure) to 5 (strongly sure). the higher score students obtained, the higher their career decision making self-efficacy would be. further, this instrument got a reliability value of .786 cronbach alpha that was designed and developed by betz, klein, & taylor (1996). procedures this study began with contacting schools and asking for permission to involve students to participate. once the approval was obtained, the researchers came to the class on the agreed akhsania, k., basuki, t., sugiharto, d., & japar, m. 15 islamic guidance and counseling journal vol. 4, no. 1, pp. 12-20, january 2021 date, distributed informed consent forms to students, and asked for students’ willingness to participate in this survey. after the participants accepted the questionnaire and letter telling the objectives of the study, they were asked to fill the questionnaire and handed in to the researchers for its confidentiality. after that, the data were analyzed using t-test. results and discussion results the data of this study were collected through the career decision self-efficacy scale that has been filled by 311 students. the results were categorized into two, namely the students who have and have not gained knowledge about career understanding including 1) understanding of various job alternatives, 2) information on the world of work requirements, 3) information on job vacancies, and 4) understanding of job qualifications. students’ differences in career understanding was determined using t-test. in terms of various job alternatives understanding, the researcher gained the score of (t(311) = 4.911, p < .000) covering all aspects of cdse-sf 1) self-appraisal, 2) occupational information, 3) goal selection, 4). making plans for the future, and 5) problem solving. the details can be seen in table 1. cdse-sf test results showed differences between students who have and have not understood information on the world of work requirements indicated by the value of t-test. table 1. cdse-sf test results among students who have understood various job alternatives variable groups (understanding) n sd t p self-appraisal yes 258 2.49696 5.367 .000 no 53 4.20096 occupational information yes 258 5.37172 5.077 .000 no 53 5.75144 goal selection yes 258 3.39264 3.920 .000 no 53 5.02786 making plans for the future yes 258 3.44358 4.350 .000 no 53 4.95890 problem solving yes 258 3.42155 3.922 .000 no 53 4.80233 cdmse yes 258 14.92982 4.911 .000 no 53 23.07148 table 2. cdse-sf test results among students who have understood various information requirements of the world of work variable groups (understanding) n sd t p self-appraisal yes 239 2.52161 4.590 .000 no 72 4.04704 occupational information yes 239 5.39252 4.571 .000 no 72 5.77999 goal selection yes 239 3.37849 4.350 .000 no 72 4.66096 making plans for the future yes 239 3.37337 4.203 .000 no 72 4.85752 problem solving yes 239 3.45222 2.860 .005 no 72 4.65391 cdmse yes 239 15.04450 4.602 .000 no 72 21.82015 students’ career understanding and career decision making self-efficacy in junior high school 16 islamic guidance and counseling journal vol. 4, no. 1, pp. 12-20, january 2021 the differences were found significant by having the score of (t(311) = 4.602, p < .000), covering all aspects of cdse-sf 1) self-appraisal, 2) occupational information, 3) goal selection, 4) making a plan for the future, and 5) problem solving. the table 2 presents the data in detail. cdse-sf test results showed differences between students who have and have not understood information on job vacancies indicated by the value of t-test. the differences were found significant by having the score of (t(311) = 4.111, p < .000), covering all aspects of cdse-sf 1) self-appraisal, 2) occupational information, 3) goal selection, 4) making a plan for the future, and 5) problem solving. the table 3 presents the data in detail. furthermore, cdse-sf test results showed differences between students who have and have not understood of job qualifications indicated by the value of t-test. the differences were found significant by having the score of (t(311) = 3.460, p < .001), covering all aspects of cdse-sf: 1) self-appraisal, 2) occupational information, 3) goal selection, 4) making a plan for the future, and 5) problem solving. the table 4 presents the data in detail. discussion according to the findings of this study, the researchers revealed that junior high school students’ career understanding was strongly influenced by career selection self-efficacy. also, table 3. cdse-sf test results among students who have understood information on job vacancies variable groups (understanding) n sd t p self-appraisal yes 238 2.66677 3.311 .001 no 73 3.97251 occupational information yes 238 5.55931 4.017 .000 no 73 5.47472 goal selection yes 238 3.54391 4.640 .000 no 73 4.23240 making plans for the future yes 238 3.52762 3.523 .001 no 73 4.65372 problem solving yes 238 3.46499 2.729 .008 no 73 4.63114 cdmse yes 238 15.79957 4.111 .000 no 73 20.69558 table 4. cdse-sf test results among students who have understood job qualifications variable groups (understanding) n sd t p self-appraisal yes 167 2.72967 3.656 .000 no 144 3.35401 occupational information yes 167 4.20492 2.306 .022 no 144 6.92338 goal selection yes 167 3.49091 3.607 .000 no 144 4.10596 making plan for the future yes 167 3.43942 3.403 .001 no 144 4.27212 problem solving yes 167 3.57863 2.419 .016 no 144 4.02901 cdmse yes 167 15.13645 3.460 .001 no 144 19.56991 akhsania, k., basuki, t., sugiharto, d., & japar, m. 17 islamic guidance and counseling journal vol. 4, no. 1, pp. 12-20, january 2021 some differences in the students’ career decision making were discovered through cdse-sf test in terms of career understanding in the world of work, covering: 1) understanding of various job alternatives, 2) information on the world of work requirements, 3) information on job vacancies, and 4) understanding of job qualifications. taylor & betz (1983) define career decision self-efficacy as one’s belief in understanding and assessing himself appropriately, finding jobs information sources, determining career goals, making career plans, and solving problems related to career directions. the findings are supported by winkel & hartini (2018) that career understanding helps people develop unity and self-image as well as their roles in the world of work. that is why good career understanding is in line with career decision making self-efficacy. kebudayaan (2013) state that the developmental tasks of indonesian adolescents, including junior high school students are to recognize abilities, talents, interests, career trend direction and artistic appreciation, and develop knowledge and skills based on their needs to follow and continue what they study or prepare career and play roles in daily life. adolescents in high school are demanded to determine their career after graduating from junior high school. apart from career, they are also faced with jobs choices, further education, and productive activities (pascual, 2014). to choose one of these choices is the realization of adolescents’ decision after considering their potential, weaknesses, information on the fields of work they are going to take, and risks to take after deciding career plans during their study in junior high school. regarding the findings, several guidance and counseling services can be provided as long as the services can improve understanding of various jobs alternatives, information on the world of work requirements, information of job vacancies, and understanding of various works qualifications. the more complete and thorough the information, the easier it is for individuals to make choices and decision for their career (robbins, 2003). brown and lent (2005) argue that interventions in the process of career development, such as individual career counselling, group career counselling, classroom-based career curriculum, and career education are effective to assist and direct children and adolescents’ career. besides, trainings are also useful for individual career planning in terms of improving the direction in the choice of career interest fields (purnamasari, 2015). career planning training provides understanding that builds students' awareness of their potential and limitations, understanding of various career opportunities alternatives and skills in determining career choices (damayanti & widyowati, 2018). limitations and suggestions however, apart from the advantages the findings provide, the researchers certainly realize some limitation – for example, there is a need to further examine the relationship between career understanding and career decision self-efficacy, particularly in terms of individual cultural factors. implications these findings imply that individual career understanding strongly influences career decision making self-efficacy, particularly for junior high school students. therefore, the provision of guidance and counseling services in junior high school are supposed to be directed towards the improvement of students’ career understanding. by doing so, students’ career decision self-efficacy will gain some encouragement. conclusions this study aimed to analyze the career decision making self-efficacy of junior high school students through career understanding. based on the findings, it can be concluded that students’ career understanding and career decision making self-efficacy in junior high school 18 islamic guidance and counseling journal vol. 4, no. 1, pp. 12-20, january 2021 there are significant differences in students who stated that they have gained career understanding and students who have not gained career decision making self-efficacy understanding. apart from the findings, this study has some limitation regarding the sample collection that can be expanded to other provinces with diverse cultural background. therefore, the future studies are suggested to provide career guidance services with many different innovations as an independent variable. acknowledgements 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: fauzi, t. (2020). the effectiveness of behavioral counseling to reduce student learning anxiety. islamic guidance and counseling journal, 3(2). https://doi.org/10.25217/igcj.v3i2.939 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the effectiveness of behavioral counseling to reduce student learning anxiety taty fauzi universitas pgri palembang, indonesia tatyfauzy@univpgri-palembang.ac.id article information: received june 1, 2020 revised june 8, 2020 accepted june 17, 2020 keywords: behavioral; counseling model; learning anxiety abstract this is a continuing study of a development behavioral model to help students reduce their learning anxiety. 192 students involved as study population after filled self-report scale of learning anxiety, but only 30 students who had meet the learning anxiety criteria and they were given counseling interventions. through quasi-experiment pretest-posttest control group design, 30 students divided into two groups, 15 students in the experiment group with behavioral counseling and 15 students in the control group with no specific approach. overall, there are significant differences between experiment and control group (t = -27.65, p < 0.05). the results of the proposed study prove that the behavioral counseling model showed higher impact to reduce learning anxiety rather than the conventional counseling with no specific approach. therefore, the author concludes that behavioral counseling is one of the effective interventions to reduce students learning anxiety. the implication of this research to counseling practice will be discussed. introduction learning behavior is one of the main activities in every educational context. many research and educational psychology experiments were directed at achieving understanding in learning behavior (schweder, 2019, 2020). yen et al. (2004) states that there is a unique relationship between learning behavior and academic achievement. they claimed that students with adaptive learning behavior (i.e confident, motivated, persistent etc.) are likely have higher probability succeed in their academic life. in the opposite, students with learning behavior problems (i.e anxiety, inattention etc) showed lower in academic performance (brook & willoughby, 2015; plamondon & martinussen, 2019). barlow (2013) stated anxiety as an uncertainty feeling about fear or worry. in some circumstances, anxiety could be a good thing to be experienced but in moderate amounts. this feeling would give us motivation and excitement about life (parker & ragsdale, 2015). even though we can use anxiety to improve our performance it can also become serious problem if we experience an intense anxiety which becomes overwhelmed and distracted (alwisol, 2004). in general, every person might have anxiety in order to protect themselves from things that were not desirable, but if anxiety exceeds the normal threshold such as being afraid of excessively, avoiding or even resigned to receiving the effects of anxiety without any effort to overcome it became a threat to physical and psychological health. in the academic context, abundant research have done and proved that anxiety has negative impact on academic performance or achievement (brook & willoughby, 2015; eysenck et al., 2007; plamondon & martinussen, 2019; steinmayr et al., 2016). in this study, author focus on the appropriate approach how to overcome the anxiety in learning behavior. the prior research conducted by author is about behavioral counseling https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i2.939 mailto:tatyfauzy@univpgri-palembang.ac.id fauzi, t. 123 islamic guidance and counseling journal vol. 3, no. 2, pp. 122-130, july 2020 approach (fauzi, 2020) needs to be examined, the author has made instruction to conduct the counseling for the experiment group. abundant research conducted in indonesia tend used cognitive behavioral approach (kifli et al., 2019; makhmudah et al., 2019; setyowati et al., 2019; situmorang, 2018; wahyuningsih et al., 2019). other research has reported that cognitive behavioral counseling effective to reduce students anxiety (ponsford et al., 2016; wong et al., 2018). while study using behavioral counseling approach was very limited and none of them directed to overcome the anxiety in the academic context. for instance, behavioral counseling used to help people with unhealthy alcohol use (o’connor et al., 2018) and anxiety of inpatients with hepatocellular carcinoma (wei et al., 2017). none of both prior research use student as samples and focus on academic anxiety. besides, pittig et al. (2016) found novel behavioral approach that could enhance the reduction of anxiety. they continued, procedural strategies may enhance the reduction of anxiety by focusing on maximized violation of threat expectancies, increasing variability, and regulating specific emotions. the behavioral counseling approach showed its effectiveness in reducing anxiety (pittig et al., 2016; wei et al., 2017) but as stated before, too few to mention that behavioral approach would help the students to overcome their adversity, in particular learning anxiety. therefore, this study is intended to examine the effectiveness of behavioral counseling approach to reduce students learning anxiety. the author has made the procedures in conducting this counseling approach. methods quasi-experiment pretest posttest control group design utilized to examine the behavioral counseling intervention impact on learning anxiety compared with no specific counseling approach. 192 students from 2 schools in palembang, south sumatera, indonesia were involved as participants. they were given a self-report instrument to assess their level of learning anxiety. 30 students reported with high level of anxiety, the self-report data also used as pretest data. they were divided into two groups, 15 students in experiment group with behavioral counseling intervention and 15 students in control group with counseling no specific approach. each group given six sessions and 50 minutes of the intervention in each sessions. in the final session, author given the participants the same instrument in the pretest to be filled. the data obtained from this final session called posttest data. the learning anxiety scale uses likert model with five alternative answers a) very precisely, b) precisely, c) doubtful, d) less precisely, and e) very inappropriate. there are 93 items from five aspects a) participation frequency, b) unpleasant communication experience, c) self-avoidance, d) self-control, and e) self-statement. after validity and reliabity test, only 75 items validf. the instrument has good reliability based on the value of product moment correlation (α = 0.94). the higher the score obtained by the student the higher their learning anxiety. the author used t-test to determine the mean differences between experiment with control group. besides, to determine the differences between experiment with control group in terms of five learning anxiety aspects. results and discussion the gain data normality test showed that all data, both in the experimental group and the control group were from the same population and were normally distributed (p > 0.05). overall homogeneity of variance in student gain data showed homogeneous variance (p > 0.05). from five aspects of learning anxiety, most often experienced by students are 1) unpleasant communication experiences (58.85%), 2) low self-control (47.40%), 3) participation frequency (41.67%). the difference test results showed in table 1 that the difference in the gain data in the experimental and control groups was significant (p < 0.05). the effectiveness of behavioral counseling to reduce student learning anxiety 124 islamic guidance and counseling journal vol. 3, no. 2, pp. 122-130, july 2020 the results of the behavioral counseling model treatment were effective to help students overcome learning anxiety in palembang senior high school. then the gain test was performed on the experiment and control group. to find out the differences in the gain data in the experimental group and the control group in each aspect of students' learning anxiety and the t-test result can be seen in the table 2. the data gain in every aspect of student learning anxiety was significant (p < 0.05). substantially, the behavioral counseling model was effective to help students overcome their learning anxiety. based on the results of counseling interventions students who were unable to complete development tasks properly and thoroughly tend to overdo self-defense by making appropriate compensation according to him. the condition got worse when there was a figure 1. the behavioral counseling procedure (adopted from pietrofesa et al., 1978) fauzi, t. 125 islamic guidance and counseling journal vol. 3, no. 2, pp. 122-130, july 2020 stereotype of the teacher in the learning process, a lack of reinforcement from both the teacher and parents. in the indicator of blaming others students saw other people as the cause of anxiety as a form of self-defense mechanism (ego defense mechanism), students also demand more attention. this attitude was psychologically one of the characteristics of adolescents, the ego appeared excessively, so they perceived that others might always understand them (irrational beliefs). the results of this study are in line with research depiani et al. (2014) that behavioral counceling effective for minimizing anxiety. the samples were taken by using multy stage sampling technique with 20 students. the data of this study was the data of student anxiety, which obtained by questionnaire and observation methods to see the students who have high anxiety. anxiety data were analyzed with descriptive analysis and t-test (independent t-test). all hypothesis testing conducted on the 5% significance level. the results showed there were differences in the effectiveness of behavioral counseling with modeling (t = 0,925; p < 0.005). based on the analysis, it was found that: the average normalized gain scores for systematic desensitization technique was -31.42 and the standard deviation was 3.423. while the average of normalized gain scores for mechanical modeling was -34.02 and the standard deviation was 3.978. it showed that there were differences in the effectiveness of behavioral counseling desensitization systematic with modeling to minimized the test anxiety. school conditions and teacher attitudes in the learning process can be a trigger for problems. teachers as educators must open themselves to all students without any conditions with all the characteristics students have during their development. testing the effectiveness of the behavioral counseling model in reducing the level of learning anxiety added to the succession of behavioral counseling as a mode of intervention. teachers as educators should group average sd t p information experiment -0.3894 0.0759 -27.6570 < 0.05 significant control -0.0022 0.0112 table 1. the results of difference data gain for experiment and control group aspects indicators experiment control avg diff t p information avg sd avg sd participation frequency 1 -0.796 1.787 0.003 0.018 -0.800 -2.411 0.019 significant 2 -0.357 0.279 -0.010 0.053 -0.348 -6.598 0.000 significant 3 -0.763 0.820 -0.041 0.127 -0.722 -4.683 0.000 significant 4 -0.449 0.386 -0.001 0.072 -0.447 -6.141 0.000 significant unpleasant communication 1 -0.742 1.185 0.000 0.000 -0.742 -3.378 0.001 significant 2 -0.491 0.603 0.000 0.000 -0.491 -4.375 0.000 significant self-avoidance 1 -0.291 0.314 0.000 0.000 -0.291 -4.956 0.000 significant 2 -0.426 0.239 0.000 0.000 -0.426 -9.615 0.000 significant 3 -0.544 0.602 0.000 0.000 -0.544 -4.865 0.000 significant self-control 1 -0.874 0.951 0.000 0.000 -0.874 -4.95 0.000 significant 2 -0.606 0.614 0.005 0.028 -0.612 -5.352 0.000 significant 3 -0.383 0.373 0.003 0.015 -0.385 -5.546 0.000 significant self-statement 1 -0.605 0.759 0.003 0.018 -0.608 -4.315 0.000 significant 2 -0.925 2.291 -0.010 0.049 -0.915 -2.152 0.036 significant 3 -0.346 0.417 0.008 0.031 -0.354 -4.559 0.000 significant table 2. reducing student learning anxiety in post interventions of behavioral counseling model the effectiveness of behavioral counseling to reduce student learning anxiety 126 islamic guidance and counseling journal vol. 3, no. 2, pp. 122-130, july 2020 open themselves to all students without conditions with all the characteristics possessed by students during their development. testing the effectiveness of the behavioral counseling model in reducing the level of learning anxiety added to the succession of behavioral counseling as a mode of intervention. the power of the behavioral counseling model appeared during successful interventions to train individuals to learn to solve problems and learned to understand others. intervention targets that emphasized the importance of cognitive work and private events became mediations in change. for the short term behavioral counseling was quite effective in reducing symptoms, whereas in the long run it could produce specific internal predispositions. essentially the decline could occur in several intervention sessions, but changes in personality dimensions were not enough evidence, until the intervention session ends. more complete data was needed to make a statement of the long-term impact of counseling interventions and generalizations to validate the effectiveness of cognitive behavioral counseling procedures. for short-term counseling processes could facilitate changes in anxiety in the face of tests, lack of social skills, low assessment of self-esteem, and life satisfaction. the results of this study also refered to the research of brackney & karabenick (1995), they found that psychopathology (psychological pressure) was high with limited coping resources simultaneously, related to student academic performance. however, psychopathology was significantly related to motivation and the use of learning strategies related to academic performance. specifically, students with bad adjustments consider themselves less competent to succeed, experience greater exam anxiety, and were less likely to regulate their learning environment, survive in the face of difficulties, and seek academic assistance when needed. they were also proved that psychopathology had a significant indirect effect on performance and showed the important role of self-efficacy and resource management. anxiety in the behaviorist view is interpreted as negative habits or inappropriate behavior. anxiety needs to be maintained. anxiety relieve is not just getting short-term satisfaction, but able to deal with broader difficulties in the longer term. the purpose of counseling is to formulate specific behaviors to be achieved. one of therapies that have proven their effectiveness in dealing with social anxiety is behavioral cognitive therapy. (asrori, 2016; kifli et al., 2019; makhmudah et al., 2019; setyowati et al., 2019; situmorang, 2018; wahyuningsih et al., 2019) their research was conducted to see how cognitive behavioral therapy reduces anxiety. the researchers conducted behavioral cognitive therapy, managed to reduce anxiety by changing negative thought to more positive and rational thinking. positive and rational thought can make the participants feel more comfortable and less anxious, participants became braver and more confident when facing various social situations that have been they anxious. furthermore, rosmawati (2017) research results show that the impact of anxiety experienced by students are psychological such as dizziness, and not being able to sleep, while the factors that cause student anxiety are learning achievements that are not in line with expectations, unable to adjust with subjects, do not have educational aspirations, and worried about the future, the supervisor has not used the right approach in dealing with students who experience academic problems, the approach is still partial, incidental, routine, counseling service approaches that are carried out by the guidance and counseling teacher in conducting anxiety management has not been effective. some weaknesses of behavioral counseling (erford, 2016) included manipulative, less touching personal aspects, interpersonal relationships were often overlooked, and the goals were more often determined by the counselor. another weakness was the lack of appreciation in the past counselee. this study only involved students as the main subject under study. teacher responses and opinions, as well as school tools related to learning anxiety problems fauzi, t. 127 islamic guidance and counseling journal vol. 3, no. 2, pp. 122-130, july 2020 tend not to be accommodated as a whole. research only relied on self-report, retrospective techniques in measuring student learning anxiety levels. the formation of a control group and a treatment group was likely to have a psychological impact, although at the beginning of the formation given freedom to students to choose. this condition allowed differences to the process of student learning activities. ideally after being treated, student behavior could continue to be monitored systemically to see the consistency of treatment results. there needed to be a flexible adjustment to the conditions of the indonesian people, in the implementation of counseling sessions where the number of meetings was at least done into 5 sessions with duration of 50 to 60 minutes, if too long students would become bored. bias might occur, because behavioral counseling taught more skills on the counselee than reducing symptoms, changes in symptoms did not appear in a short time, changes would occur in a matter of weeks and months, especially symptoms related to traits, and personality characteristics. the results of the study were more representative and quality if the subjects involved in the research on the development of behavioral models were all high school students in palembang, so as to be able to uncover the factors associated with the emergence of learning anxiety as a fact that was generally accepted and experienced by all students. behavioral counseling model as the main instrument in reducing the level of student learning anxiety was thought to be one of the factors that influenced the decrease in anxiety. the application of behavioral counseling model was getting stronger with the support of indayani et al. (2014) research on the application of behavioral counseling with positive strengthening techniques as an effort to minimize truant behavior. the results showed a decrease in truant behavior after being given the intervention. the recommendations of this study were aimed to guidance and counseling teachers, in order to create a pleasant learning atmosphere, avoid psychological conflicts that could cause learning anxiety because it could affect the learning climate in the classroom, therefore ideally counseling guidance teachers could provide information services not only to students but also to the teacher, as input material that communication interaction and treatment of students was one of the factors causing learning anxiety. ideally the socialization of guidance and counseling services should be carried out from the outset of students being accepted in the school environment and evenly scheduled, the goal being that students felt "familiar" with the guidance and counseling function as a container that could be used as a reference for a place of consultation. after the implementation of counseling interventions there needed to be an effort to monitor and evaluate the learning behavior of students, so it was possible to see how much and the magnitude of the results of changing the behavior of students towards learning outcomes. besides the findings, this study also has limitations 1) only carried out in limited groups, 2) less supported by adequate facilities so that the counseling session may be influenced by facilities, infrastructure and environment that is less conducive, 3) self-report instrument might has biases. hopefully, further research examine participants more broadly, not only students but may also be teachers or counselors who experience burnout or anxiety in the teaching and learning process at school. so that, behavioral models can be generalized to all people who experience anxiety. conclusions analysis result of the behavioral counseling model effectiveness proved the decrease in learning anxiety of various aspects and indicators of learning anxiety. based on the results of theoretical and empirical considerations, a behavioral counseling model could be considered as a framework of work reference in the practice of guidance and counseling services in schools to help students overcome learning anxiety. the effectiveness of behavioral counseling to reduce student learning anxiety 128 islamic guidance and counseling journal vol. 3, no. 2, pp. 122-130, july 2020 acknowledgements author sincere her gratitude to universitas pgri palembang. as well as to research and community service institute of universitas pgri palembang for its administrative assistance in completing this article. author contributions statement ft is the single author and researcher for this article. ft declares that she has no any conflict of interests. references alwisol, m. 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(2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: hendriani, w., & mulawarman, m. (2020). the alignment of solution-focused brief counseling in helping to achieve resilience. islamic guidance and counseling journal, 3(2). https://doi.org/10.25217/igcj.v3i2.860 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the alignment of solution-focused brief counseling in helping to achieve resilience: a comparative analysis wiwin hendriani1, mulawarman mulawarman2 universitas airlangga, indonesia1 universitas negeri semarang, indonesia2 mulawarman@mail.unnes.ac.id2 article information: received april 21, 2020 revised april 26, 2020 accepted may 14, 2020 keywords: comparative analysis; literature review; resilience; solution-focused brief counseling abstract this review of the literature aims to explain why solution-focused brief counseling (sfbc) is appropriate as an approach in helping individuals achieve resilience, after experiencing certain traumatic events. this study was motivated by the need for a conceptual explanation of what approaches can be recommended so that recovery of post-traumatic psychological conditions and the achievement of resilience can be carried out with more efficient and effective processes. the method used in this study was comparative analysis, involving a variety of relevant literature to identify alignment concepts between sfbc and resilience. the intended literature includes reference books, reputable scientific journal articles, and various information from credible sources. the results of the study show that there are points of similarity in the two theories, both in terms of basic assumptions and concepts related to the intervention process which confirms the relevance and accuracy of the use of sfbc in helping individuals achieve post-traumatic resilience. this study can then be used as a scientific foothold for the application of sfbc in an effort to increase individual resilience in various contexts. introduction constant changing of life in the society brings its own positive and negative consequent. the more sophisticated way of life as a result of the more advanced technology has made life easier for human. however, on the other side, this condition has also led to various potential problems for anyone that may occur at any time. the risks may come from anywhere, not only from physical environment and from real social interaction, but also from cyber space. the number of traumatic events has increased all over the world as a result of the increasing number of violence cases, terrorist attacks, and news reports that threaten mental health. nowadays, violence or news about violence can be easily accessed through printed or online media in addition, for the last ten years, natural disaster has also contributed to such news. human themselves is partly to blame for the occurrence of natural disaster because of their way of life which is harmful for the environment. in such situation where society lives in amid the news about violence and disaster, resilience has become an important psychological skill for an individual at any range of ages. even experts said that resilience is one of basic competences in the 21th century (hendriani, 2018). resilience which covers the ability to cope with adversity, perseverance in getting through stressful episode, and triumph over trauma (vanbreda, 2001; kalil, 2003) is the key role to achieve human development which is mentally healthy (reivich & shatte, 2002; https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i2.860 mailto:mulawarman@mail.unnes.ac.id hendriani, w., & mulawarman, m. 101 islamic guidance and counseling journal vol. 3, no. 2, pp. 100-107, july 2020 walsh, 2006). resilience shows the ability of an individual to respond to adversity and various stressful traumatic situation in a healthy and productive way (reivich & shatte, 2002). therefore, resilience is seen as a basic strength which becomes the foundation of various positive characters in an individual in amid various challenges in life (hendriani, 2018). as explained by ciccheti & toth (1998), resilience is not a static trait which has been brought by an individual since he/she was born. resilience does also not automatically stay in an individual self after he/she has successfully achieved it (meichenbaum, 2008). resilience is a dynamic process covering positive adaptation in the context of hardship, life threatening situation, or significant obstacles, which can change as time and environment changes (luthar & zelazo, 2003; ciccheti & toth, 1998). resilience is a complex interactive process involving roles of individual, family, and wider social environment aspects (meichenbaum, 2008), which reflects an individual’s strength and perseverance to survive and rise from emotionally negative experiences when coping with stressful difficult situation or facing significant obstacles (hendriani, 2018). conceptually, resilience has been widely explained and discussed in order to strengthen society awareness of building it as a preventive action to strengthen the building aspects in an individual self or in regards to post traumatic psychological intervention (huang, 2009; d’haenens, vandoninck, & danoso, 2013; przybylski, mishkin, sholtbolt, & linington, 2014; hendriani, 2016a; hendriani 2016b). nevertheless, amidst the various efforts to explain the process of achieving resilience, there is still one question left regarding what possible approach helps performing the process in an efficient, brief, and effective way. why so? in part, because it is often in such specific traumatic situations caused by disaster or other sudden events, an individual seeks immediate psychological assistance which will be effective to help an individual recover from stresses and negative emotions although it performs in brief. iyadurai et al. (2017) also stated that a brief and effective approach in this situation is important in order to prevent further distress after the trauma. thus, this approach is useful to prevent an individual from potential occurrence of post-traumatic stress disorder (ptsd). in facing condition with psychological pressure, an individual also requires a coping strategy which stresses more on an individual’s responses and attitude which then will subjectively resolve the problem coming from the traumatic event based on his/ her ability and potential (mulawarman, antika, apriwilda & kunwijaya, 2019b). the author did further references investigation and found some information (in mulawarman, 2019a) about an intervention approach based on brief counseling. brief counseling is more efficient in the use of time, simple in the process, and is observable. it is solution-focused brief counseling (sfbc), a postmodern counseling approach which focuses on power owned by an individual self to actively find solution from a difficult situation. this approach later becomes one of intervention techniques which is recommended (corey, 2016). as many as 43 researches examined by gingerich & peterson (2012) have confirmed that sfbc is effective in helping to solve psychological problems such as depression, anxiety, desperation, and some other problematic behaviors caused by unsolved emotional stress. in accordance to a study by gingerich & peterson (2012) and bond, woods, humphrey, symes, & green (2013) who did a literature study on 38 scientific research journals records that solution-focused brief therapy (sfbt) or also known as solution-focused brief counseling (sfbc) is effective to be used for helping the recovery of kids with problematic behavior which is caused by certain psychological pressure. in the following year, reddy, thirumoorthy, vijayalakshmi, & hamza (2015) performed a test on the effectiveness of sfbt on the recovery of teenagers who experienced depression, and the result found was significant. paolini (2016) also contributed to the field of the alignment of solution-focused brief counseling in helping to achieve resilience: a comparative analysis 102 islamic guidance and counseling journal vol. 3, no. 2, pp. 100-107, july 2020 sfbc, especially in helping the recovery of psychological condition of an individual in the context of bullying. in addition, a study by hendar, awalya, & sunawan (2020) confirmed that sfbc is effective for enhancing academic resilience among senior high school students. the results of the researches all confirm that sfbc is a recovery intervention which is effective to be applied in various contexts of psychological issues. it is also confirmed that sfbc has helped individuals who experience problems to rise into a positive change through brief counseling sessions. based on the elaborated points aforementioned, it can be concluded that sfbc is a counseling based intervention approach which can be recommended in order to help an individual achieve resilience. there is no doubt that in order to confirm the conclusion, another theoretical or conceptual argument is still needed especially a conceptual argument which can show specifically points of similarity between both theories, sfbc and resilience, as a scientific foothold in its further stages of application. the need for this conceptual argument is then followed up through this study. methods the approach selected for this literature study was comparative analysis (walk, 1998). comparative analysis technique is used to compare two different theories in order to find points of differences and also points of similarities or alignment between both. the author performed some stages (walk, 1998) of conducting comparative analysis of the two theories, resilience and sfbc, consisting of 1) determining the reference frame. this is the basis of grouping the two theories which will be compared. the reference frame can consist of ideas, themes, questions, problems, or components and theories. walk (1998) explains that a good reference frame should be created based on specific and credible sources, not on the basis of mere thoughts or researchers’ observations. in this study, the reference frame used to classify comparisons is a theoretical component that is the basic assumptions and concepts (hoy & adams, 2016), related to the intervention process, 2) determining the reasons to compare in order to ensure that the author has scientific references to do this, not merely compare the two theories based on the author’s subjective consideration. the reasons for comparing sfbc with resilience are based on the previous literature review as described in the introduction (gingerich & peterson, 2012; bond et al., 2013; reddy et al., 2015; paolini, 2016; hendar et al., 2020), 3) formulizing thesis, which consists of points of findings derived from the comparison of both theories which follows under the reference frame, 4) manifesting the result of comparative analysis based on certain organization scheme which is informative and systematic, 5) correlating all the finding points resulting in thorough explanation of the analysis result. step 3-5 from the comparative analysis carried out in this research are outlined simultaneously in the results and discussion sections. the literature content involved in the analysis process covers explanation including the theory of resilience and sfbc obtained from various sources either electronically or nonelectronically. electronic literature was obtained from a search in sciencedirect database and googlescholar, published in the last 10 years period, in the range of 2010-2020. keywords used in the literature search are "solution-focused brief counseling" and "resilience". based on the literature search, a total of 65 research articles were obtained. the screening was conducted on 65 articles found by setting inclusion and exclusion criteria. the inclusion criteria set include research on phenomena or topics in psychology or counseling. the exclusion criteria set by the researcher include; 1) english articles, 2) fulltext can be downloaded, and 3) research article or review report (peer reviewed article). screening results through inclusion and exclusion criteria then continued with the selection of abstract contents of published research articles in journals and books. the main sources of references used in this comparative analysis study consist of nine books containing hendriani, w., & mulawarman, m. 103 islamic guidance and counseling journal vol. 3, no. 2, pp. 100-107, july 2020 theoretical-conceptual explanation about resilience and sfbc, five journals explaining the relevance of sfbc in helping to achieve resilience, and nine other literature sources in the forms of article journals or books. results and discussion based on the results of the comparative analysis, there are five points of alignment between resilience and sfbc were found. these findings have strengthened the argument stating that sfbc is an appropriate approach to be used to help an individual achieve resilience, through effective and efficient process. these five points of alignment includes two assumption categories (assuming optimism and positive oriented), and three concepts related to intervention process (emphasizing the importance of process, collaborative and selfempowering, and conscious based). table 1. similarity of theoretical sfbc and resillience (extracted from hendriani, 2018; mulawarman, 2019a) assuming optimism sfbc assumes optimism, meaning that each individual is healthy and competent and has the capacity to build, design, and construct solution oriented steps that can improve his/ her life (mulawarman, 2019a). this also applies for resilience which believes that every individual has potential to be able to face difficulty, to be tough in dealing with stress, and to rise from the trauma he/ she experiences (luthar & zelazo, 2003; hendriani, 2018). with the similarity in terms of optimism, counselors will consistently see an individual as powerful figures in every counseling session performed. positive oriented sfbc is an approach which is positive oriented, focusing on all aspects leading to positive changes in an individual’s self. the therapeutic process involved gives space for an individual to focus more on the healing, recovery, and finding solutions, instead of focusing on the talk about the problem. in the counseling process performed, both counselors and counselees make effort to find certain strength inside the counselees so that he/ she can transform from problem oriented effort to solution oriented effort (mulawarman, 2019a; bolton, hall, blundo, & lehmann, 2017). meanwhile, resilience has also closely related to positive psychology view, which emphasizes on human power and wisdom in order to understand and facilitate every process of positive changes in an individual. resilience reflects perseverance to be able to bounce back after the fall and after experiencing significant psychological pressure (hendriani, 2018). by having this same orientation, this indicates that the intervention process performed under sfbc procedure will not go against resilience, a positive attribute of an individual. emphasizing on the importance of process an optimal and solution oriented process in counseling session will determine the success of sfbc. the intended process starts with the speaking ability of a counselor. the counselor is expected to be able to give various constructive questions which contain no categories points of similarity between the content theories 1 basic assumption assuming optimism 2 basic assumption positive oriented 3 concept related to intervention emphasizing on the importance of process 4 concept related to intervention collaborative and self-empowering 5 concept related to intervention conscious based the alignment of solution-focused brief counseling in helping to achieve resilience: a comparative analysis 104 islamic guidance and counseling journal vol. 3, no. 2, pp. 100-107, july 2020 stimulant to think in solution based way. although the session is brief, minute by minute in a counseling session is precious, meaningful to facilitate positive changes and to empower the counselee to use his/ her sources of power to solve his/her conflict (lines, 2006; mulawarman, 2019a). therefore, an effective process becomes one of principle that has to be made in sfbc. furthermore, resilience also emphasizes on dynamic process when an individual rises from negative psychological situation to the positive one. in this process, an effective coping and proper adaptation determine whether resilience will be achieved or not (vanbreda, 2001; luthar & zelazo, 2003). one thing needs to be taken into account here is that in helping an individual to be able to achieve resilience after such a traumatic event he/she experiences, constructive facilitating steps, strengthening of coping ability and adaptation are necessary (hendriani, 2018). these steps can be applied in sfbc sessions with brief stages patterns. collaborative and empowering individual’s self considering that the biggest factor determining the success of counseling is the relationship between counselor-counselee as well as the counselee’s competence itself (walter & peller, 1992). in sfbc, the principle of maintaining collaboration between the counselor and the counselee becomes necessary. still, with collaborative principle, sfbc emphasizes on the effort to always empower the counselee because he/she is believed that the counselee is a competence individual who has the capacity to manage him/herself well. the control of the changing process is in the hand of the counselee, involving responsibility to achieve better life. in accordance to the principle applied in sfbc, the theory of resilience also has similarity. how an individual is able to cope effectively and adapt positively in order to rise from negative situation depends on the quality of the collaboration between the individual with the environment and the support system, as well as psychological control in him/her. without the support from the surrounding, the process to a resilient condition will be less optimum. meanwhile, without personal strength and psychological control it is impossible to achieve resilience. in relation of both aspects, environment, whatsoever, only helps provide the support needed for example, by providing or strengthening external protective factor. furthermore, it is the job of an individual to make an effort to support internal protective factor and to properly cope and adapt to the process of resilience (hendriani, 2018). thus, sfbc effort focusing on involving counselee to always be active in seeking solution is aligned with the content of the theory of resilience. based on consciousness in every session of the counseling, sfbc tries to raise the individual’s consciousness of his/her experiences. this will help the individual to understand more that the reality of the problem he/ she is dealing with is not the only reality of the whole of his/ her life. therefore, the counseling performed is expected to help the counselee to transform the reality he/she initially imagined into more specific and positive goals and practices. still in regard to consciousness, during sfbc sessions, the counselee will be asked to make conscious choices that will be taken. because this process need to be properly thought and considered, it also involves various mind skills, either for the counselors whose job is to facilitate the changes or for the counselees (mulawarman, 2019a). in the theory of resilience, consciousness also holds an important role as one of internal protective factors which can strengthen an individual’s psychology when coping with adversity. consciousness will also determine the effectiveness of coping to overcome negative situation, and slowly recover the condition. in regard to mind skills, some hendriani, w., & mulawarman, m. 105 islamic guidance and counseling journal vol. 3, no. 2, pp. 100-107, july 2020 researches on resilience (vanbreda, 2001; hendriani, 2018) have also shown the role of resilience in strengthening protective, coping, and adaptation mechanism. with the five points of the findings, it is clear that there is conceptual alignment between resilience and sfbc. therefore, it is relevant if sfbc is used as an approach to help an individual achieve resilience after dealing with hardship or traumatic episode. moreover, luthar & zelazo (2003) also stated that with resilience construct which focuses on using potential power of an individual experiencing adversity in order for him/her to rise and transform into positive changes, the intervention design applied to help the process needs to have an aligned paradigm, as shown by sfbc in this study. this study uses only two online databases with the consideration that the database contains most of the publications one of them in the field of psychology and counseling. there are other databases that should be considered as online sources to expand the picture related to the topic of studies from social science and education, for example psycinfo and proquest. limiting keywords in the search by adding the word "comparative analysis" also needs to be considered to ensure that the same analysis has never been done. conclusions the result of literature study has fulfilled its aim, elaborating conceptual explanation that strengthen the scientific foothold stating that sfbc can be recommended as an approach to give intervention assistance for an individual who experiences a traumatic event in an effort to achieve resilience. there are points of similarities in terms of basic assumption, goal or orientation, and principles of counseling stages performed. these points confirm the relevance and accuracy of the use of sfbc in psychological healing after an individual deals with adversity. furthermore, these findings can also strengthen the theoretical foundation of sfbc application in order to enhance an individual’s resilience in many different contexts of problems, including the increase of resilience in specific scope, such as online resilience, workplace resilience, academic resilience, parental resilience, family resilience, and so forth. acknowledgments the author expresses their sincere thanks to everybody who was involved in conducting this study. author contribution statements all authors conduct the research and write the manuscript together. all authors have agreed with the final manuscript. references bolton, k.w., hall, j.c., blundo, r., & lehmann. 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(2021). the impact of self-management techniques to improve university students’ social cognition. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1247 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the impact of self-management techniques to improve university students’ social cognition mita sri handayani 1 *, muhammad nur wangid 1 , andre julius 2 universitas negeri yogyakarta, indonesia 1 universitas ma’soem, indonesia 2 mitasrihandayani.2017@student.uny.ac.id* article information: received december 15, 2020 revised january 22, 2021 accepted february 28, 2021 keywords: counseling; selfmanagement; social cognition abstract the background of the current study is the urgency of possessing good social cognition to adapt to the social changes that are happening quickly. weak social cognition makes individuals less in empathy, aggressive or unhappy in their daily life. the link between self-management and social cognition lies in cognitive adjustment. hence, the authors think it is important to do research that focuses on the implementation of counseling with self-management techniques in developing social cognition. the authors aimed to investigate the effectiveness of selfmanagement in improving social cognition. the present study used one group pretest-posttest quasi-experiment. we invited 10 students from universitas ma'soem, indonesia to participate in the experiment. they were selected based on a low social cognition score after filling the selfreport of nineteen items social cognition scale. the results showed counseling with self-management techniques effective in improving university students' social cognition. besides, limitations and recommendations are discussed. introduction social media has a huge influence on today's life. individual lives can be judged fun or vice versa based on social media uploads. for people, especially teenagers, social media is their reference and standard of living. some teenagers become hyperactive on social media by frequently posting their daily activities that will describe their lifestyles that try to keep up with the times. within the scope of social media, individuals who get attention, and cultivate imagery can be categorized by self-existence (nasrullah, 2016; rakanda, 2020) such social life changes if not followed wisely will cause various problems such as cyberbullying, child safety threats, even stress, and frustration. world health organization (2019) explained that the new phenomenon affecting adolescent mental health today is due to technological developments and social media. kelly et al. (2018) surveyed excessive social media use causing symptoms of depression 50%, online harassment 61.3%, low self-esteem 30.7%, weight dissatisfaction 70%, unhappy with appearance 27.2%, and lack of sleep hours 52.7%. social cognition needs to be owned by the current generation to adapt to the social changes that are happening. individuals should be able to understand the surrounding environment including the social environment in cyberspace. individuals need to realize that each other is a unique individual, whether it concerns his nature, interests, values, or feelings (mudjiran, 2007; ranny et al., 2017). emotional maturity is an important aspect in the development of social cognition. https://orcid.org/0000-0003-0348-9238 mailto:mitasrihandayani.2017@student.uny.ac.id handayani, m., wangid, m., & julius, a. 117 islamic guidance and counseling journal vol. 4, no. 1, pp. 116-123, january 2021 the ability to empathize and sympathize with others is an indicator of social cognition maturity. from a positive youth development perspective, caring is an expression of sympathy and empathy for others (lerner et al., 2009; suryahadikusumah & yustiana, 2016). this aspect emphasizes on teenagers to be sensitive and care about the social situation they face. being sensitive means being able to understand the background of a social change, and understand how to put yourself right in the situation. the challenges faced with the social life of this generation are the tendency of conformity attitudes, namely the tendency to give up or follow opinions, opinions, values, habits, passions, or desires of others (peers). kilford et al. (2016) found that the success of adolescents facing the transition to adulthood requires rapid refinement and integration of cognitive processes. the process affects many typical adolescent behaviors, such as peer influence and sensitivity to social exclusion, and others. the correlation between self-management and social cognition lies in cognitive adjustment. a new study shows social cognition plays a role as a resource that can control one's decision-making through perception. perception, understanding, and interpretation of other people's emotions are fundamental aspects of social interaction and the need for integration of various perception skills, social cognition, and affective (hidayati, 2018). this is a basic aspect of affective perception, such as perception and emotional recognition, and more complex social cognitive processes, such as the ability to understand the affective state of others, sometimes referred to as affection mentality. self-management techniques focus on affective maturity and individual cognition. yates argues that in such techniques individuals are directed to managing by antecedent and managing by consequence or also referred to as a form of behavioral intervention techniques, which are the implementation of cognitive or affective techniques (hidayati, 2018; mudarya & setiawan, 2016; setiawan & dharsana, 2018). affective techniques in self-management is a program that aims to change one's emotions and attitude towards the situation faced. while cognitive techniques are useful in changing the mind and its patterns. also, self-management can help teens to manage rationale of the current study based on the findings of previous research, it is estimated that self-management is an important factor in encouraging adolescent social cognition. self-regulation skills, planning skills, emotional management skills, or definitions of expectation become personal resources developed in self-management techniques. the research aims to prove the significant influence of self-management techniques on social cognition. previous research has only proven the link between self-management variables and social cognition. in this study, researchers implement self-management as a counseling technique in developing student social cognition. hypotheses 1. self mangament techniques are effective in developing student social cognition. 2. self-management techniques are not significantly effective if there is no difference between social cognition before and after being given the self-management technique. methods research design quasi-experiment with one group pretest-posttest design was used. the research process focused on one group of experiments by noticing changes in social cognition before and after the self-management counseling process. in the early stages, researchers pre-tested participants to obtain their social cognition profiles, then identified aspects of cognition that the impact of self-management techniques to improve university students’ social cognition 118 islamic guidance and counseling journal vol. 4, no. 1, pp. 116-123, january 2021 were still weak. the use of self-management techniques is focused on these aspects. in the final stage or reflection of the results of self-management application, researchers conducted post tests on participants. participants a total of 10 partisipants (male = 3, female = 7; age m = 18.7) were selected purposively from 30 students of ma'soem university counseling guidance study program. based on the results of pre-test measurements the sample had the lowest score and factually lacked in socializing, difficulty understanding the social situation around it, and easily felt anxious when it came to showing itself in an off-campus environment. instruments the research instrument was adapted from a student social cognition questionnaire developed by nejati et al. (2018). the social cognition measuring instrument uses a likert scale that refers to four social cognition domains. the four social cognition domains developed are mapped in table 1. the instrument has 19 valid items, with a validity value of .76 and a reliability value of α = .8. table 1. domain of social cognition domain description emotional percerption the way individuals perceive and use emotional information includes both simple and complex processes. related to non-verbal communication theory of mind the capacity to understand the mental state of others. the measured abilities include assessing beliefs, interpreting cues, and the ability to understand metaphors. social perception interpret social cues, understand the social environment, and understand situations contextually attributional style the way individuals interpret, explain, or understand the situation positively, and relate it to the individual's internal and external factors procedures the framework of self-management technique counseling using three core stages 1) self-monitoring, 2) self evaluation, and 3) reinforcement. an overview of the framework is presented in figure 1. figure 1. the framework of self -management handayani, m., wangid, m., & julius, a. 119 islamic guidance and counseling journal vol. 4, no. 1, pp. 116-123, january 2021 data analysis the study used two forms of data analysis, are t-test and n-gain test. t-test used to determine the significant effect of the intevention, while the n-gain test used to analyze the magnitude of the effect of self-management on social cognition. results and discussion results table 2 showed the demographic information of the participants. the demographic informations are the frequency of gender and age of the participants. table 2. participants demographics (n=10) variables f % gender male 3 30 women 7 70 age 18 4 40 19 5 50 20 1 10 in table 3, the social cognition score obtained by the sample was obtained both before the counseling session and after counseling using self-management. there was a change in score that did not go far between before and after the counseling session. table 3. data description and t-test (n=10) intervention group min max m sd t p pretest 51 57 54.20 2.20 5.23 < .05 postest 56 69 62.50 4.27 based on the data in table 3, the minimum value obtained by the sample during pre-test = 51, maximum score = 57, average = 54.2, and std. deviation = 2.20. in the post-test the minimum value obtained = 56, the maximum score is 57, the average = 62.5, and std. deviation = 4.26. variance post-test scores are more diverse than pre-tests. significance differences in social cognition in pre-test and post-test analyzed using t-test. the test results are also presented in table 3 as obtained t = 5.2 and p < .05. the results show that hypothesis 1 is accepted, in the other had hypoothesis 2 is rejected. it means that counseling with selfmanagement techniques are effective in improving university students social cognition. discussion the results of the study are in line with the research of safithry & anita (2019) group counseling with self-management techniques can lower the level of social prejudice, the indicator achieved is the subject will not be too quick to judge others because not necessarily what others are doing is wrong and what we are doing is right. utami (2017) argues that selfmanagement is an effective method to monitor individual conditions and adapt to maintain or improve the quality of life for the better, based on the results of descriptive analysis seen an increase in the average value of psychological well-being participants after being given selfmanagement ability training. group counseling sessions using self-management are focused on controlling the subject's thinking towards their social environment. the subject reassesses his perception of his position in the environment, the environmental responses to his habits, and assesses the emotional responses that arise from him. changes that are indicators of achievement are the impact of self-management techniques to improve university students’ social cognition 120 islamic guidance and counseling journal vol. 4, no. 1, pp. 116-123, january 2021 subjects more flexible with personal values, try to understand the situation carefully, and learn to express emotions reasonably. thus self-management has an impact on the ability to regulate emotions. the ability to manage emotions is very important because when a child or adolescence can regulate his emotions therefore he will be more productive than children who lack emotional skills.people who are emotionally intelligent or able to manage their emotions have been described as people who are able to adjust well, warmly, sincerely, persistently and optimistically. this is believed to include social and cognitive functions as related to emotional expression (awaliyah et al., 2019). cognitively, the incapableness of managing social perception has an impact on impulsive behavior. impulsive individuals are characterized by the absence of reflexive control and anticipation of posterior consequences, which leads to the making of errors in certain situations (dalley et al., 2011; smith et al., 2016). emotionally, impulsivity is characterized by a low tolerance to frustration, always feeling dependency, and little control resources to regulate impulses to respond quickly and precisely (bridgett et al., 2015; guinote, 2017). social impulsivity has been associated with socialization difficulties (van stekelenburg & klandermans, 2017), low empathy (baldner et al., 2015), prosociality (do et al., 2017), dependent relationships (odacı & çelik, 2016), aggressiveness (johnson & carver, 2016), and manipulation (salekin, 2016). social cognitive developed through self-management is an effort to improve the ability to understand social situations and stimulate subjects to try to socialize in new ways. the use of self-management in the development of social cognitive proved effective in reducing aggressiveness. retnowulan & warsito’s research (2013) described the frequency of juvenile delinquency among groups of students assisted by self-management strategies decreased significantly compared to the group of students who were helped by conventional methods. nisa's findings (2013) proved that self-management strategies can reduce aggression behavior, from the results of the study it is known that subjects who have high aggression behavior can decrease their aggression behavior, they can monitor themselves, monitor aggression behavior and things that cause aggressive behavior and then control the stimuli of aggressive behavior and then give boosters to themselves not to repeat their aggression behavior. in the context of islamic counseling, self-management is identical to the practice of tazkiyatun nafs. tazkiyatun nafs in counseling is a process of self-recognition (assertive) of weaknesses and self-errors that have been an obstacle to a personal change of a person, thereby undermining the defense mechanism itself, self-introspection in every process, and self-commitment to change and consistent with the reality that must be faced with a new way of his behavior (alfaiz et al., 2019). self-management is done by stimulating the individual to understand the wrong thoughts about good and wrong, see himself in-depth, and help the individual form his or her commitment or regulation. self-management engineering group counseling tazkiyatun nafsi has a vertical dimension (theistic) that uses the values of tazkiyatun nafsi as a reference in changing thoughts, feelings, and behaviors through exercises and habituation packed by way of m.a.b.i.t (agustin, 2018). operationally agustin et al. (2017) outlines the form of selfmanagement in the context of islamic counseling, among others 1) individuals must be aware of the intention, namely the individual mobilizer to do something, in psychology known as "intention"; 2) habituation of prayer, can give rise to discipline attitudes and can train to be able to focus; and 3) train discipline and train yourself to have the ability to control themselves through fasting. handayani, m., wangid, m., & julius, a. 121 islamic guidance and counseling journal vol. 4, no. 1, pp. 116-123, january 2021 limitations and sugestions research has limitations in both practice sessions and research methods. in counseling sessions using self-management still need supporting interventions to strengthen behavior changes, such as simulating behavior changes or assertive exercises. further research methods can use single subjects to make behavior changes more clearly described. implications research has implications for developing social cognition through self-management. self-management can stimulate a wiser perspective on social situations that can be faced by students. however, it still needs to be supported by exercise and assignments in the counseling process. students can be given additional assignments in the form of journaling, assertive training, effective living practices, etcetera. conclusions self-management counseling techniques are effective in improving social cognition. social cognitive developed through self-management is an effort to improve the ability to understand social situations and stimulate subjects to try to socialize in new ways. in counseling sessions using self-management still need supporting interventions to strengthen behavior changes, such as simulating behavior changes or assertive exercises. further research methods can use single subjects to make behavior changes more clearly described. acknowledgments sincere thanks to all participants who were willing to follow the counseling process in the study. best regards to ma'soem university which permitted and allowed authors invited their students to participate in the current study. author contributions statement as the first author, msh designed research implementation, data collection, and field interventions. mnw provides direction and helps build theoretical frameworks, validates instruments and designs implementation. aj provided direction and field supervision during the implementation of interventions and data analysis. references agustin, l., aw, s. a. s., & rahayu, m. s. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=penerapan+strategi+pengelolaan+diri+%28selfmanagement%29+untuk+mengurangi+kenakalan+remaja+korban+broken+home.+jurnal+bk+unesa.%2c+03%2801%29%2c+335%e2%80%93340.&btng= https://doi.org/10.33084/suluh.v4i2.624 https://doi.org/10.1192/bjp.bp.115.179051 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=nisa%2c+f.+s.+%282013%29.+penerapan+strategi+self+management+untuk+mengurangi+perilaku+prokrastinasi+akademik+pada+siswa+kelas+viii+e+smp+negeri+1+sukomoro+nganjuk+tahun+ajaran+2012-2013.+jurnal+bk+unesa%2c+2%281%29.+&btng= http://dx.doi.org/10.23887/bisma.v2i1.19974 https://doi.org/10.1152/jn.00261.2015 https://doi.org/10.17509/jpp.v16i2.4235 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=utami%2c+n.+m.+s.+n.+%282017%29.+pengaruh+self-management+ability+terhadap+psychological+well-being+penderita+dm+tipe+2&btng= https://doi.org/10.1007/978-3-319-57648-0_5 https://doi.org/10.1007/978-3-319-57648-0_5 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=world+health+organization.+%282019%29.+adolescent+development&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: alfaiz, a., hidayat, h., yandri, h., sari, a., sendayu, f., suarja, s., & arjoni, a. (2021). identification of perceived self-efficacy to predict student’s awareness in career readiness. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.933 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung identification of perceived self-efficacy to predict student’s awareness in career readiness alfaiz alfaiz 1 *, hendra hidayat 2 , hengki yandri 3 , aprilia tina lidya sari 4 , fendahapsari singgih sendayu 5 , septya suarja 1 , arjoni arjoni 6 sekolah tinggi keguruan dan ilmu pendidikan pgri sumatera barat, indonesia 1 universitas negeri padang, indonesia 2 institut agama islam negeri kerinci, indonesia 3 universitas negeri yogyakarta, indonesia 4 universitas palangka raya, indonesia 5 institut agama islam negeri bukittinggi, indonesia 6 alfaiz.science.icp@gmail.com* article information: received may 18, 2020 revised june 1, 2020 accepted february 15, 2021 keywords: awareness; career readiness; self-efficacy abstract research found that self-efficacy has an important role in the development of students’ career cognitive skills. besides, there still needs further research in self-efficacy, particularly in career readiness. the authors conduct this continuing study is to determine the effect of understanding perceived self-efficacy on student’s awareness in career readiness (mastery experience, vicarious experience, social persuasion, and emotional arousal). data collected using a self-report of the self-efficacy scale in career readiness (sescr), semi-structured interview, and observation of student’s behavior between both participants with the high and low level of self-efficacy. in the current study, 100 students involved based on their convenience. results showed that 66% of participants have a high mastery experience, 69% with high vicarious experience, 76% have a high percentage in social persuasion, and 70% have a high level of emotional arousal to understanding their career readiness. the results also showed perceived self-efficacy predicts student’s awareness of career readiness based on gender. introduction in the past eight years, the development of industry and technology has advanced rapidly through computerized systems, online, e-commerce, and robotics. this era is the phase of the industrial revolution 4.0 which is a big challenge in the education system in indonesia as a developing country. also the globalization of education in asean (association of southeast asian nations) countries with the asean economic community (aec) which contains an international education system that can build education and economy in asean countries so it forms competitiveness and collaboration among countries (kemendikbud, 2010; wicaksono, 2007; chongvilaivan, 2016). to answer the questions, the indonesian government made many changes to the education system, especially at the college level, which is a educational institution that prepares a generation who has skilled, characterized and capable in their fields ready for a career (kemendikbud, 2010). the generation who has character that has a distinctive indication and has a tendency that reflects the behavior, attitudes, mindset and response that illustrates a particular form of uniqueness and capabilities of the individual (boeree, 2004). individuals who have character https://orcid.org/0000-0003-1226-0443 mailto:alfaiz.science.icp@gmail.com alfaiz, a., hidayat, h., yandri, h., sari, a., sendayu, f., suarja, s., & arjoni, a. 125 islamic guidance and counseling journal vol. 4, no. 1, pp. 124-132, january 2021 and strength of unique self capabilities are understood to have high self-confidence strength or called high self-efficacy (bandura, 1986, 1997). self-efficacy in the context of social cognitive theory sees humans as individuals who learn from modifying their learning experiences (bandura, 1997, 2000) through four sources of self-efficacy, namely the experience of performance, vicarius experience, social persuasion and emotional states (bandura, 1986, 2009; pajares, 2006, 2002). abundant research has been conducted about self-efficacy in learning. that because self-efficacy has an important aspect in the development of students’ learning skills, such as self-efficacy being an aspect of mediating student achievement motivation (bandura, 1978, 1977; alfaiz & yandri, 2015, alfaiz et al., 2017a) which said that the perception of students' self-efficacy in learning was a factor in learning achievement, a source of performance experience in student's experience (gao et al., 2011), and self-efficacy also determiners the factor in academic settings, that is students who are low in collaborative learning in class increases with the persuasion cooperation among students in learning (allred et al., 2013). in academic settings to prepare for career direction is also proven that self-efficacy has a deciding factor in expertise and capabilities for improving career cognitive skills (krumboltz et al., 2011; cramer et al., 2004). even self-efficacy is also a factor forming an individual's agentic power (alfaiz et al., 2020) in planning, determining, acting up to evaluating learning behavior and even career cognitive behavior (cauce & gordon, 2012; bandura, 2018; reeve & tseng, 2011; alfaiz et al., 2019a). within the found of research above, efficacy can be a psychological aspect that considered as an aspect to improving and understanding student’s readiness in their career choose because that linked with their experience and expertise that they have in learning academic (alfaiz et al., 2019b). rationale of the current study related to some researches, explaining that self-efficacy has a strong contribution to cognitive activity and individual skills in planning, acting to evaluate the results of behaviors in learning and result in career awareness. however, research is rarely conducted relating to the awareness of students in their career readiness viewed from the aspect of self-efficacy perceptions such cognitive awareness. that aimed at the scientific context of guidance and counseling in higher education, which although previous research that conducted in 2015 provides the potential for this research. objectives so this study aims to uncover the conditions of self-efficacy perception and the condition of students’ awareness of career readiness, and the phenomenon of understanding behavior of students' self-efficacy perceptions in their career readiness from aspects of performance experience, vicarious experience, social persuasion and emotional arousal of students related to their confidence in their career readiness and also prediction of contribution variable self-efficacy to students’ awareness in career readiness using regression analysis. through the instrument of sescr instrument, that develop by authors from self efficacy aspect (bandura, 1997) and career awareness (cramer et al., 2004), interviews and observations will be conducted to answer a third of research purpose above. methods research design the type of this research is a descriptive statistical study with percentage analysis, which aims to describe and identify the condition of the perception of self-efficacy in awareness of career readiness (umar, 2008). then, the results confirmed with qualitative identification of perceived self-efficacy to predict student’s awareness in career readiness 126 islamic guidance and counseling journal vol. 4, no. 1, pp. 124-132, january 2021 analysis to uncover the phenomenon of students' self-efficacy in their career readiness and compare these phenomena between students with high perceptions with low self-efficacy. participants the participants were students of the guidance and counseling study program of stkip sekolah tinggi keguruan dan ilmu pendidikan pgri sumatera barat, indonesia which consisted of 100 students of all classes in 2014 academic year. they were final-year students, which already had experience and knowledge about their career direction in the future. instruments an instrument that has been developed by authors based on social cognitive theory that is based on the rating scale of bandura (bandura, 1986). rating scale develop by bandura as an efficacy scale in learning academic, and with this scale researcher implemented this rating scale to a new instrument that develop with elaboration of efficacy aspect in career readiness. this self-efficacy instrument is used to uncover the condition of students' self-efficacy perceptions in the awareness of their career readiness, the self efficacy scale in career readiness (sescr). using a rating scale from a score of 1-10, in each item that indicates not capable, able and very capable in the career they will prepare. sescr has fulfill prerequisite of internal consistency of reliability from cronbach alpha such 0,875 with level of significant 0,05. to confirm the findings of this sescr such perception of student’s selfefficacy in career readiness, the researchers also conducted field assessments through interviews and observations of respondents' self-efficacy behavior in preparing themselves for their next careers. data analysis data analysis of this research was carried out through descriptive statistics through percentage techniques in each aspect of the self-efficacy perception variable regarding awareness of their career readiness. as well as the quantitative description results were confirmed with qualitative data through the analysis of narrative descriptions of interviews and observations about the behavior of the perception of their self-efficacy. as well as a comparison between high and low respondents with a perception of their self-efficacy through phenomenological narrative analysis in the field, and regression technique has implemented to predict a contribution of self-efficacy to students’ awareness in career readiness. results and discussion results the data collected through the sescr instrument that has been responded by 100 students, it was obtained a description of the data in general that the majority of the students who have a high perception of self-efficacy seen from the total acquisition of the sescr rating scale, and the descriptive analysis also reflects that their perception of self-efficacy about awareness of their readiness careers are also in the high category. to see in detail and specific conditions the source of perception of self-efficacy in students' career readiness awareness from the aspects of mastery experience, vicarious experience, social persuasion and emotional state, can be seen in the following section. condition of students perception self-efficacy in career readiness awareness table 1 showed that there are 8 statements about mastery experience which related to the students' career readiness knowledge that forms their self-efficacy perceptions. from 100 respondents who gave answers to the sescr, 66 respondents (66%) were in the high classification of aspects of their mastery experience in their career readiness in the 80-40 alfaiz, a., hidayat, h., yandri, h., sari, a., sendayu, f., suarja, s., & arjoni, a. 127 islamic guidance and counseling journal vol. 4, no. 1, pp. 124-132, january 2021 score range. while there are 34 respondents (34%) who are classified as low in their mastery experience in their career readiness. for the vicarious experience, there are 7 statements about the experience of observing models related to students' career readiness knowledge that shapes their perceptions of selfefficacy. from100 respondents who gave answers to sescr, 69 respondents (69%) were in the high classification of aspects of their vicarious experience which had an effect on their career readiness in the 70-35 score range. while there are 31 respondents (31%) classified as low in their vicarious experience of their career readiness. for the dimension of social persuasion, there are 7 statements about social persuasion that affect the perception of self-efficacy of the career readiness of students who shape their self-efficacy perceptions. of the 100 respondents who gave answers to the sescr, 76 respondents (76%) found that they were in the high classification of aspects of social persuasion in their career readiness in the 70-35 score range. while there are 24 respondents (24%) classified as low in social persuasion of their career readiness. dimension of emotional conditions states there are 8 items of statements regarding the emotional state related to emotional mastery of the career readiness of students that shape their perceptions of self-efficacy. from 100 respondents who gave answers to sescr, 70 respondents (70%) were in the high classification of emotional aspects in their career readiness in the 80-40 score range. while there are 30 respondents (30%) classified as low in emotional states for mastering emotions about their career readiness. analysis of the phenomenon of perception and behavior of student self-efficacy in career readiness based on the findings from the previous sescr data, it can be seen that the majority of students who have low self-efficacy perceptions of their career readiness viewed from the source of self-efficacy, it is found that they are at a 4-6 confidence rating level, ie they feel that they are sufficiently capable and able based on their perception of their career readiness in this matter as prospective counselors. to clarify the data from this sescr, it is necessary to confirm the data again through surveys of the phenomenon of perception and real behavior of respondents taken randomly between respondents who have self-efficacy perceptions whose confidence rating is above 6 with respondents whose confidence rating is below 5. the phenomenon of respondents' self-efficacy perceptions of aspects of performance experience for career readiness is done through interviews and observations of learning behaviors and practices regarding respondent's knowledge. respondent a is a bk student whose sescr score found that the average confidence rating is 5-9, he explained that: "i am a guidance and counseling student that i have to understand and practice my science in real life. plus i also have experience as a speaker in student activities to motivate and train". as for the behavioral phenomenon, through observation it was found that, a is always active in the lecture process, his attitude and communication apply the principle as a counselor, as well as the acquisition of values both theory and practice he has a satisfying value. in contrast to respondent f, where the majority of his self-confidence ratings are in 3-5 table 1. description of student’s self-efficacy in career awareness self-efficacy dimensions high (80-40) low (39-0) f % f % mastery experience 66 66 34 34 vicarious experience 69 69 31 31 social persuasion 76 76 24 24 emotional condition 70 70 30 30 identification of perceived self-efficacy to predict student’s awareness in career readiness 128 islamic guidance and counseling journal vol. 4, no. 1, pp. 124-132, january 2021 of his daily behavioral phenomena he has less interest in the knowledge and skills he is learning in college, plus his statement: "indeed, i studied bk but i feel that i am not ready as a counselor, maybe later i will work in another field as long as i am in the education family." likewise with the phenomenon of respondents' self-efficacy perceptions in the aspects of social persuasion, vicarious experiences and emotional states that have a real influence on the behavior and perceptions of their self-confidence in career readiness. as for h respondents who have achieved the total rating score of sescr that: "i try to learn every behavior, experience and what kind of person does an activity and i think if after finishing this lecture, how can i be prepared with my career as an undergraduate education in this counseling field. because i have chosen this, my family is supportive so i will try to take lessons from the experiences of others and my own experience, even though i have experienced some difficulties". in this case, respondent h gained self-readiness for his career through vicarious processes, mature social and emotional persuasion obtained so that his efficacy increased and his career readiness increased. analysis regression of self efficacy to students’ awareness in career readiness based on the findings from the previous sescr data, and regression analysis used in this research tested to a 100 participatns with different gender of students such 50 male and 50 female in same grade. the detail of regression analysis in this research can be seen in the table 2. according to table 2, self-efficacy has a significant prediction to a students’ awareness in career readiness in male (β = .827; p = < .05) and female (β = .258; p = < .05). this findings are strengthening of bandura (1999) that self-efficacy as a good prediction for an capability and self-behavior in activity not just a perception, also zimmerman & schunk (2001) said that self-efficacy has a strong effect for self-regulated learning in capability to do something or tasks. discussion this phenomenon of perception and behavior is evident, in the lessons of individuals who have high readiness in careers have a subject interest (interest in a material) related to their expertise later, so that the individual's involvement in lectures to practice (reeve & tseng, 2011). this can also be seen through the observation that students who have good selfefficacy about their career capabilities will be better equipped to explore their expertise from theory to practice than students who do not yet have a good perception of self-efficacy of their career readiness. based on the collection of field data obtained through sescr, it is explained that from 100 respondents of 2014 class year students who are final year students have the perception of self-efficacy of their career readiness as prospective counselors, it can be seen that in every aspect of self-efficacy sources 66 are for the high-performance experience categories, and 69 vicarius high categories experience and social persuasion with emotional states 76 and 70. this explains that in general the majority of the students already have an understanding of table 2. regression analysis of self efficacy to students’ awareness in career readiness gender β t p male .827 19.349 < .05 female .258 4.247 < .05 alfaiz, a., hidayat, h., yandri, h., sari, a., sendayu, f., suarja, s., & arjoni, a. 129 islamic guidance and counseling journal vol. 4, no. 1, pp. 124-132, january 2021 their careers. but, the reality of the field after collecting data through sescr and observing the phenomenon of perception and behavior in the field, it was found that from a total of 100 respondents, only 60-70% of respondents had good self-efficacy perceptions so that their career readiness was good too. the rest becomes things that need to be followed up on. these findings are in line with research findings relating to the contribution of self-efficacy as a fundamental point in human social learning activities, that self-efficacy has a significant influence on the cognitive behavior of individuals in social systems (alfaiz et al., 2015). as well as being an aspect that predicts the readiness of students in academic activities of their college assignments (alfaiz et al., 2017a, 2017b). basically, the perception of self-efficacy is an individual's cognitive drive to make each learning experience a psychological force for adapting and directed behavioral actions in accordance with the learning process (bandura, 1986; pajares & usher, 2008; pajares, 2006). it is shows the power of self-motivation, self-regulation, raises cognitive considerations, (hergenhahn & olson, 2008) as well as choosing a form of choice that suits the individual's self potential (pajares & usher, 2008; bandura, 1986, 1999). in other words, individuals are capable of reconstructing and modifying every experience and knowledge they get, both direct experience and experience through observation processes, all of which they analyze in selecting, determining, and deciding and bringing up new behaviors that they are experts in (pajares & miller, 1994; pajares, 2002; alfaiz et al., 2019a). the process is a triadic reciprocal process in the social system in this case is in the realm of education in tertiary institutions, where students should be able to modify and reconstruct their experiences gained through direct experience, vicarious experience, social persuasion to emotional states so as to emerge skills and their career readiness based on the findings above, it appears that students who are high in the aspect of the source of selfefficacy, they have consideration, motivation and make their choices with the career they want, in contrast to students who have not maximized their cognitive potential and behavior in modifying any knowledge they have acquired for their self-maturity . the perception of self-efficacy can also shape the personality of students in their capabilities and characteristics of skills in learning and career (ahmadi, 2009; alfaiz et al., 2017b). behavior that is seen from the findings of the field phenomenon that students who have a good perception of self-efficacy in their career readiness, they are actively involved, proactive and have motivation in academic activities and practice in their expertise. this is described from the results of research that the involvement of individuals in the learning process and practice is due to the self-efficacy drive that makes individuals as agents or actors of their own behavior (reeve & tseng, 2011). likewise in classroom learning activities that collaboration between individuals in the learning process raises a good social system climate because they have the same perception of self-efficacy making them actors of cognitive behavior (montenegro, 2019; alfaiz et al., 2019b, 2020). if the perception of self-efficacy has an influence and increases awareness of students’ career readiness based on survey results using sescr and analysis of student behavior phenomena. so this can be a special concern in higher education and especially for educational counseling to prepare students ready for their careers. individuals become actors for their behavior in the social environment in this case is their educational environment due to the existence of self-efficacy mechanisms for their own capabilities (bandura, 1986, 2000), even the perception of self-efficacy is also very much needed to improve the ability of adaptation and motivation in social systems which are dynamic systems (bandura, 2008). in other words, the findings through the sescr survey and observation of student behavior phenomena explain that the perception of self-efficacy has a good contribution in raising awareness of student career readiness. identification of perceived self-efficacy to predict student’s awareness in career readiness 130 islamic guidance and counseling journal vol. 4, no. 1, pp. 124-132, january 2021 limitations and sugestions according the findings above, this research was limited in how the perception of self efficacy has a contribution to awareness of career readiness with data were collected through quantitative and qualitative method also a comparison and spesification within a number of survey between high level sample and low level sample. but in the future research this found will be more prospective in developing such a counseling approach to activating and increasing a student’s awareness in their self efficacy. implications curret study showed that the perception of self-efficacy has a good contribution in raising awareness of student career readiness. this finding would has implication in the practice of guidance and counseling that educators or college counselors who must help and find ways and approaches to improve students' self-readiness for their careers and consider to improve their self-efficacy first. conclusions the condition of students' self-efficacy perceptions related to the awareness of their career readiness makes students have a good awareness to be involved and active to improve their ability to have their career readiness after completing their studies. it was found that respondents who have the potential to modify performance experience which is one aspect of the source of self-efficacy make their behavior and ability to be actively involved and have confidence in conducting work practices as prospective counselors. likewise, individuals who have good aspects of vicarious experience consider and decide to follow the learning process like the model they are observing so that direct experience with indirect experience becomes a source of self-efficacy that is mutually confirmed and construction with each other. it is different from individuals who are low on aspects of the source of self-efficacy, the impact on the perception of self-efficacy in their career readiness. they lack motivation, awareness of their goals and how to prepare themselves for their careers. also from regression analysis found that self-efficacy has a good prediction for students’ awareness in their career readiness with significant. acknowledgments we are grateful to all parties who have involved and contributed to this study and process in writing this manuscript. the authors have no funding to report. author contributions statement all authors in this research team contributed according to their respective expertise with the maximum process. such arrangement an instrumentation, distribution instrument to respondents, writing a research report, analyze the data collection and writing a blue print manuscript also completion the article. references ahmadi, a. 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(2018). psychodrama based on al-qur’an and hadith to improve students’ emotional stability. islamic guidance and counseling journal, 1(1), 1-10. https://doi.org/10.25217/igcj.v1i1.188 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj psychodrama based on al-qur’an and hadith to improve students’ emotional stability linda dwi sholikhah universitas sebelas maret surakarta, indonesia lindadwisholikhah@gmail.com article information: received january 9, 2018 revised january 18, 2018 accepted january 24, 2018 keywords: psychodrama, emotional stability, al-qur’an and hadith. abstract this conceptual article writing aims to develop science in one of the group counseling techniques that is psychodrama based on islamic teachings. this conceptual development is based on past research. the existence of the basis of religious teachings are expected to be more understanding and able to instill religious values in adolescents who experience emotional instability. the result of conceptual assessment is psychodrama technique based on al-qur'an and hadith with emphasis on giving verses of al-qur'an and hadith in every treatment. there are 3 steps of psychodrama technique that are; 1) warm-up, 2) action, and 3) sharing and discussion phase with the provision of reinforcement or study of the verses in the qur'an and hadith. introduction adolescents as individuals have characteristics that are different from other times in terms of physical, psychological and social. one of the adolescent development tasks is to achieve independence in terms of emotions. hurlock said that the age of 13-17 years is the early adolescence and the age of 17-18 years is the late adolescence that declared mature legally (hurlock, 2011). based on that opinion generally individuals at junior high school and high school/vocational school level. early adolescence is a period of transition that arises some physical, psychological and social changes. one of the psychic developments in adolescence is the heightened emotions that resulted in frequent uncontrollable. for example, easily grumble, suddenly silent, irritable and yelled, sometimes with a loud and strong voice against the person who makes uncomfortable. in islam, it is taught to restrain emotion according to imam muslim narrated from abu hurayra that one day there was a man who came to the messenger of allah for advice. he also said, "lâ taghdhab (do not be angry)!" when the question was repeated, he gave the same answer. thus, holding anger is a commendable virtue that is commanded. in return, the doer is promised a huge reward. sahal bin muadz, from anas al-jahni, from his father, said that the messenger of allah shallallahu ‘alaihi wa sallam ever said: يْن ًا َم َم َم َم ْن ييُه َم ُه َم غَم ا ُه ُه َم ِّف َم ُه َم ْن َم ْن َم ِط لَمى اْن ِطيَما َم ِط َم ْن َم ُه َم َم َم َم ِط ِط ُه ُه وِط َم يِّف َم ُه حَم َّى اْن ُه ِط َم ِّف فِطي ُه َم َما َم اْن if anyone suppresses anger when he is in a position to give vent to it, allah, the exalted, will call him on the day of resurrection over the heads of all creatures, and ask him to choose any of the bright and large eyed maidens he wishes (attirmidhi, abu dawud and ibn majah). in regards to anger, islam not only orders the people to hold it. moreover, sharia also mailto:lindadwisholikhah@gmail.com psychodrama based on al-qur’an and hadith to improve students’ emotional stability 2 islamic guidance and counseling journal vol. 1, no. 1, pp. 1-10, january 2018 teaches methods to assuage anger. messenger of allah shallallahu ‘alaihi wa sallam said that: لِط َم الَّيْن َما َم َم ِط َّ الَّيْن َما ِط ِط ْن اْن َم َم َم ِط َّ ا ا َّا ِط ِط ْن ُه َم ِطنَّمَم ا ِط ا َّا ُه ُه ْن َم ُه حَم ُه ُه ْن غَم ِط َم فَمإِطذَم ِطااْنمَم فَملْنيَم َم َم َّ ْن َم anger comes from the devil, the devil was created of fire, and fire is extinguished only with water; so when one of you becomes angry, he should perform ablution (abu dawud from athiyah). the early adolescence of an individual undergoes a process of increased emotional fluctuations characterized by an unstable emotional state, that is when one feels excited but one moment later looks moody. according to santrock (santrock, 2003) emotion is a feeling or affection that arises when a person is in a condition or an interaction that is considered important. emotion is shown in the behavior of comfort or discomfort from the condition or interaction that is being experienced. it shows if emotion is affected by the interaction and circumstances around at a certain time and quickly change. stable emotion is shown by an emotion that does not easily change from one mood to another. meanwhile, emotional instability that is shown by anger that explosive, irritable, easily moody, being rude and moody. the condition often changes in a relatively fast time. the emotional instability that is shown in everyday behavior can cause problems in personal and social development. semiun said there are two kinds of emotional qualities: positive emotions and negative emotions (yustinus, 2006). positive emotions are expressed in behaviors that can cultivate a sense of happy, such as love, hope, passion, and excitement. negative emotions are unpleasant emotions for students, such as fear, anger, anxiety, despair, disappointment, dirty talk, cursing, and sadness. negative emotions can disrupt the concentration of learning, causing laziness, causing fights, misunderstandings, uttering dirty words and decreasing motivation to learn. therefore anxious and similar things should get a practical solution so that students are able to perform adaptive behavior patterns. each student has different abilities in managing emotions, there are students able to manage their emotions steadily and there are students who are lacking or even unable to manage their emotions appropriately. students who have emotional stability are able to manage their emotions appropriately shown by controlling their emotions well, controlling the emotions of anger and trying to express naturally. students who have high emotional stability will not exaggerate in expressing emotions that exist inside themselves (najati, 2000). in the teachings of islamic religion explains that in a saheeh hadith, the messenger of allah shallallahu ‘alaihi wa sallam said, ا ، ِطاالُّص َم َم ِط الَّ ِط ُه اَميْن َم لِط ُه اَّ ِطى الَّ ِط ُه ِطنَّمَم َم َم ِط ِط ْن َم نَم ْن َم ُه َممْن اْن the strong man is not one who is good at wrestling, but the strong man is one who controls himself in a fit of rage. based on the above words it can be understood if a strong person is a person who is able to control himself. whereas in developmental psychology hurlock stated that emotional stability is indicated by not changing rapidly from one emotion or mood to another, thinking before acting, not exploding the emotion in front of others but waiting for the right moment and place to express the emotion (hurlock, 2011). based on some experts it can be concluded that the low emotional stability resulted in: less concentration in learning, belittled by friends, fights, misunderstandings, changeable moods, uncomfortable friends, easily yelled and said rudely, and formed groups with friends. linda dwi sholikhah 3 islamic guidance and counseling journal vol. 1, no. 1, pp. 1-10, january 2018 based on these facts emotional instability needs to be overcome by controlling emotions. to achieve a stable emotional state needs to be given guidance in the management of emotions. if emotions can be controlled in the right way then emotions will become stable. one way that can be used to improve emotional stability is by psychodrama based on the qur'an and hadith. psychodrama technique is one of the techniques used to overcome personal problems related to psychological problems. psychodrama aims as therapy and healing. psychodrama is a dramatization of the inner conflicts so that students can feel comfortable and can change their role as expected in real life (yustinus, 2006). in psychodrama, individual plays the dramatic situation experienced in the past, present and anticipated for the foreseeable future. psychodrama technique is performed by playing roles so that students express feelings, anger, aggression, sadness, resentment, happiness and guilt. students freely express everything that is in themselves. after playing the role, given the reflection and input from students who witnessed the role played, so that becomes a picture of the state of self. in the reflection, is given a piece of verse in the qur'an or hadith from allah subhanahu wa ta'ala which is used to establish and understand students that what is done is not right. it is clear that al-qur'an al-karim and hadith of the prophet muhammad shallallahu ‘alaihi wa sallam are the sources of islamic teachings as well as guidelines for the life of every muslim who must be held. in the teachings of islam, the qur'an is commonly referred to as the main source and hadith as the second source of islamic teachings after the qur'an. the qur'an is kalam or the word of allah that is revealed to the prophet muhammad shallallahu ‘alaihi wa sallam which read it is a worship (al-qaththan, 1994). while the hadith or commonly called the sunnah is all words, deeds and things related to the prophet muhammad shallallahu ‘alaihi wa sallam. (al-khatib, 1989). in the capacity as a guide for the life of muslims, between the qur'an and the hadith cannot be separated because the qur'an as the main source is explained by the hadith, so the hadith is referred to as bayan against alqur'an, surah al-nahl verse 44. referring to the above description, then as a guide of life, the qur'an and hadith must be "imam" in daily life so that both sources are obeyed, referenced and carried out the orders and stopped the restrictions. the existence of previous research on psychodrama to improve students' emotional stability in smkn 1 trucuk resulted: in the implementation of cycle i has not increased by 22.01%, and implementation in cycle ii increased by 53.31%. thus in this conceptual article combining psychodrama based on al-qur'an and hadith to improve students’ emotional stability in vocational school (smk) (sholikhah, 2013). discussion emotional stability one of the characteristics that distinguishes early adolescence with late adolescence is the start of emotional stability in late adolescence. emotional stability is a relatively fixed individual state and is not easily influenced because of persuasion (al-mighwar, 2006). stable individual is individual who can solve the problem quite well (hurlock, 2011). individual address the problem with the right emotions and rational thinking. based on the expert opinion above, it can be concluded that emotional stability is an individual emotional state that is not easy to change, relatively fixed, not easily influenced by the environment so as to be able to deal with problems and solve problems appropriately. psychodrama technique psychodrama is one of the approach acts for group therapy where clients explore their problems through role playing, by enacting dramatic situations using various tools to gain insight, discover their own creativity, and develop behavioral skills. the scenes they play seem to happen here and now, though they may come from a memory or an anticipated event. group members practice roles without training first (gladding, 2012). the other technique of psychodrama based on al-qur’an and hadith to improve students’ emotional stability 4 islamic guidance and counseling journal vol. 1, no. 1, pp. 1-10, january 2018 drama in counseling is sociodrama (maba, 2017). group members give feedback to the protagonist (counselee) or perform the role as protagonist (counselee). in psychodrama, the client portrays the dramatic situations experienced in the past, present, and anticipated to be experienced in the future, in order to gain a deeper sense of self and release the pressures experienced or cathartic. psychodrama involves the director (counselor), the main cast or protagonist (counselee), auxiliary egos (opposite of protagonist/counselee), group member, and stage (psychodrama place) (corey, 2012). psychodrama consists of three phases: (1) warm-up phase, (2) action phase, and (3) sharing and discussion phase (corey, 2012). these phases are not absolute, but are general intellectual conceptions that help practitioners build spontaneity, apply them, and integrate them with group processes. can be described as follows: the warm-up phase warm-up consists of some initial activities required for gradual improvement in engagement and spontaneity. it aims to encourage maximum engagement. this includes the director's preparation, building trust and group cohesiveness, identifying group themes, finding the protagonist, and moving the protagonist to the stage. it is important that the participants are helped to prepare some of the methods used during the action phase. the readiness is motivated enough to formulate someone's goals and feel secure enough to trust others in the group. initially, the things that should be done are as follows: a) the counselor gives a brief discussion of the characteristics and purposes of the psychodrama, and the participants are asked to ask questions, b) each member is briefly interviewed by the counselor. a key question might be, "are there any current or past relationships you want to understand better?", c) members can form multiple partners and spend a few minutes sharing a conflict that they experience and want to explore in the session, d) traveling techniques, in which each member is asked to make some brief comments on what is experienced at the time, so as to facilitate group interaction. doing a rotation can also center members on the personal work they want to do during the session, e) in a long-term group with functional people, a nondirective warm-up is often used to prepare members for a session. preparing readiness for the next session. a successful warm-up is when members actively participate and all member contributions are rewarded. the warm-up is intended to create an atmosphere of spontaneity that facilitates resistive trends within members. during the warm-up phase, members need to be reassured that this activity is a safe place, they decide what they will reveal and when they will reveal, and they can quit whenever they want. these techniques are less important than the spirit and purposes of the warm-up; something that facilitates group cohesion, establishes trust, and enhances the spontaneity of individuals and groups are useful tools for the early stage of psychodrama. the most important task during the warm-up phase consists of creating an atmosphere that fosters spontaneity. in this view, these four conditions are necessary for spontaneous behavior to occur: a) trust and safety, b) acceptance of intuition, images, and feelings, c) playful elements, d) the willingness to take risks and engage in new behaviors. warm-up as a major factor in creating an atmosphere that encourages spontaneous behavior. during the warm-up periods develop their own spontaneity (blatner, 1996). by communicating sincerity and warmth, they foster confidence and trust. similarly, risk taking, self-disclosure, humor, spontaneity, creativity, empathy, and the ability to accept emotional expressions and model contribute to group cohesiveness. a theme may begin to emerge, and the protagonist can be selected and move to the stage for action. linda dwi sholikhah 5 islamic guidance and counseling journal vol. 1, no. 1, pp. 1-10, january 2018 the action phase the action phase includes a demonstration and works through past or present situations or an anticipated event. the purpose of this stage is to assist members in expressing the basic thoughts, attitudes, and feelings that they are not fully aware of. in doing so, the leader can draw important cues given by the protagonist in presenting the situation, including facial expressions, speech, and posture. the counselor helps the protagonist gain a clear focus on a particular problem. instead of asking the protagonist to give long details and the risk of losing this psychodrama's energy, the counselor can ask the protagonist to focus on some questions or make statements like this a) with whom in this life where you have the greatest difficulty right now? [choose the one with which you need to do some work. show us a scene.] b) be your father [your mother]. what will he usually say to you? [show us a scene.] c) show us how you want to respond to your mom [dad] d) show us a scene about how you want your partner to behave e) give us a few lines of words you want your child to hear, f) tell us what you most want to hear from your daughter. the purpose of this intervention is to avoid commenting and instead of dropping the protagonist back to the live meeting and trying out some alternative approaches in action. once the protagonist has a clear understanding of what protagonist wants to explore, it is possible to create a scene and train a supporting cast. after this focus process, protagonist model the problems and relationships on stage. a single action phase can consist of one to several scenes. some scenes are arranged and exhibited in relation to the protagonist's problem. such problems may be interpersonal or intrapersonal and usually develop from trivial problems (problem presentation) to more central issues (real or deeper problems). for example, if a member identifies when feels left out, the leader can say: "let's do a scene from a previous time when you felt isolated and abandoned. let's set it up. "the demonstration will then follow. ultimately, the scene may be suggested by the protagonist or director that the protagonist plays a different role in the same scene to determine whether the protagonist can respond more effectively. another suggestion is that the protagonist fantasizes about the future by demonstrating how things may go a year later, thus sharing personal experiences with the audience. the duration of the action phase varies and depends on the director's evaluation of the protagonist's involvement and level of group involvement. at that time most sessions can be devoted to the group as a whole job through interpersonal issues among members. other times, common themes such as loneliness, fear of intimacy, or feelings of rejection seem to touch everyone in the group. with skillful facilitation by group leader, the work of many group members can be linked and a common theme can be achieved. at the end of the action phase, it is important to help the protagonist obtain closure for everything achieved. one useful way to facilitate closure is to regulate behavioral practices that help the protagonist translate group learning into everyday life. the function of behavioral practice is to create a climate that allows experimenting with new behaviors. then the person can implement some new behaviors with other significant people outside the group and handle the situation more effectively. to facilitate behavioral practices, the protagonist presents the situation as it was originally presented in the action stage and then tried alternative ways of behaving. role reversal, future projections, reflections, and feedback are often used to help the protagonist gain a clearer idea of the impact of the new behaviors. the sharing and discussion phase the third phase of psychodrama involves sharing and discussion. sharing, which comes first, consists of a non-judgmental statement about yourself; the next is the process of group discussion. after the scene is exhibited, the psychodrama leader invites all group members to reveal how the show affects them personally. those who take on the role of supporting cast psychodrama based on al-qur’an and hadith to improve students’ emotional stability 6 islamic guidance and counseling journal vol. 1, no. 1, pp. 1-10, january 2018 (the auxiliary ego) can share in two ways. first, they can be encouraged to share what they feel or think about their roles. secondly, they can eliminate further roles and share something from their own lives that touched by the demonstration. members and leader need to be taught to have an open heart, not just an open mind (moreno, bloomkvist, & ru’tzel, 2000). sharing is a very personal process, not a cognitive reflection, and moreno had some excellent guidelines for making sharing session becomes a therapeutic experience namely a) group members do not have to give advice or analysis to the protagonist but talk about themselves and how they are affected by the show, b) the protagonist has engaged in sharing openly, and the protagonist deserves more than analysis or criticism, c) sharing has a healing effect. disclosure of other people's experiences give people the feeling that they are not alone and cause a bonding, d) interpretation and evaluation comes later when the protagonist is not so vulnerable. during the sharing phase of psychodrama, the counselor's function is to initiate and lead a discussion that includes many participants to maximize feedback. if they have opened up and express deep feelings, they should be able to rely on group support to integrate through the sharing and exploration of the meaning of the experience. if there is no chance available, the protagonist can leave the session feeling rejected and lost instead of feeling more free and more focused. the director should reinforce the type of sharing that requires self-disclosure, support, and emotional involvement of members. this sharing is well structured so members discuss how they are affected by the session, and in this way, their own involvement, transparency, and growth are fostered. if participants try to analyze or provide solutions, the director needs to intervene. the importance of the director in helping the protagonist, supporting cast (auxiliary egos), and other members get closure after a piece of work (leveton, 2001). the closure does not necessarily mean that a problem is solved, but all involved in psychodrama should have an opportunity to talk about how they are affected and what they learn. the main aspect of closure is the process of debriefing the role of protagonist and supporting cast. closure depends on clients, situations, and groups. the length of the session, the degree of cohesiveness, and the intensity of the work are other factors that determine the proper type of closure. if the group will not meet again, closure is very important. one discussion period can be useful for "dampening" the emotional level to a more cognitive level and helping the protagonist and audience combine the key aspects of the session. although the emotional aspect of a demonstration is great therapeutic value, the degree of cognitive integration will maximize the value of emotional experience. the protagonist can be asked to reveal what have learned from certain demonstrations and insights. it is also a good practice to encourage the protagonist to talk about personal meaning to revive a situation. the protagonist can be stimulated to think of some possible actions that will help to cope with feelings of distress and practical ways of handling situations of similar problems more effective in the future. it is important to deal with the unfinished matters during the final stages of the psychodrama (moreno et al., 2000). before concluding the session, the counselor usually encourages members to express each of the spoken feelings that have developed during the psychodrama. after a successful sharing session, a new job is likely to be formed when other members identify what they have just experienced. members need to warn of the danger of attempting early and forcible closure of an issue. it is important that protagonists have enough opportunity to express their feelings, experience their conflicts, and explore the meaning of their emotional release. clinicians, from their own anxiety who want to see the problem resolved, sometimes suggest behavioral linda dwi sholikhah 7 islamic guidance and counseling journal vol. 1, no. 1, pp. 1-10, january 2018 practices and action plans before members have the opportunity to disclose and identify personal concern areas. some practitioners expect perfection. unless everything is resolved, these leaders feel they have failed (leveton, 2001). to avoid such feelings, they may try to force closure in situations where the participants better stop if they continue to reflect on what has happened. one of the most challenging tasks for counselor is learning to create a session closure without limiting further member self-exploration, which is necessary for a thorough resolution to their problems. psychodrama based on al qur’an and hadith to improve students’ emotional stability the differences between the psychodrama model and the psychodrama model based on the qur'an and the hadith are as follows: implementation phase psychodrama psychodrama based on al-qur’an and hadith 1 warm-up phase warm-up phase 2 action phase action phase 3 sharing and discussion phase sharing and discussion phase, provision of reinforcement/study of the verses in the qur'an and hadith table 1. the differences between the psychodrama model and the psychodrama model based on the qur'an and the hadith based on the above theoretical study then compiled a hypothetical model of psychodrama implementation based on al-qur'an and hadith to improve emotional stability. the model is as follows: the warm-up phase a gradual increase in engagement and spontaneity. it aims to encourage maximum engagement. these include the preparation of counselor, building trust and group cohesiveness, identifying group themes, finding the protagonist, and moving the protagonist to the stage. as for the counselor, a) the counselor gives a brief discussion of the characteristics and purposes of the psychodrama, and the participants are asked to ask questions, b) the counselor gives an understanding that the activities in psychodrama are kept confidential. this means that the group members are more open, confident and comfortable in following the psychodrama activities, c) the counselor asks the light questions to be answered by the group members. to improve spontaneity, self-disclosure, empathy, interactivity and interaction, d) the counselor asks what counselor wants to understand and improve past behaviors, e) members can pair up and spend a few minutes sharing a conflict they experience and want to explorations in the session, f) traveling techniques, in which each member is asked to make some brief comments about what is experienced at the time, g) the counselor asks members readiness to proceed to the next stage. the action phase the purpose of this stage is to assist members in expressing the basic thoughts, attitudes, and feelings that they are not fully aware of. the counselor can ask the protagonist to focus on some questions or make a statement. as for the counselor, a) the counselor asks the biggest problems and difficulties in life. the counselor asks the counselee to demonstrate a scene experienced by the counselee, b) the counselor asks follow-up questions to explore the counselee's problem by asking the counselee to demonstrate a scene, c) the counselor asks the counselee to demonstrate the the role of counselor persona in understanding adolescents crisis of identity 8 islamic guidance and counseling journal vol. 1, no. 1, pp. 1-10, january 2018 scene, how the other person should behave, d) the counselor asks the counselee say what counselee hopes and wants, e) the counselor asks the counselee to say what counselee hopes in the future, f) the counselor asks the counselee to reverse the role, the future projection, reflection, and feedback are often used to help the protagonist get the idea more clearly about the impact of new behaviors, g) the counselor asks the counselee to demonstrate a suitable new alternative. sharing and discussion phase, provision of reinforcement (study of the verses in the qur'an and hadith) sharing what comes first, consists of a non-judgmental statement about yourself; group discussion is the next process. as for the counselor, a) after the scene is demonstrated, the psychodrama leader invites all members of the group to reveal how the demonstration affects them personally. those who take on the role of a supporting cast can share in two ways. first, they can be encouraged to share what they feel or think about their roles. second, they can eliminate further roles and share something from their own lives that touched by the display, b) the counselor explains the group members should not give advice or analysis to the protagonist but talk about themselves and how they are affected by the demonstration; c) the counselor asks the group members to criticize and diagnose the behavior of the counselee, d) the counselor invites other members to expose the problems they are experiencing, in order to realize that not only themselves experience problems, e) the counselor gives one verse of the qur'an and hadith related to the problem they are experiencing, f) the counselor asks counselee and members of the group to understand the meaning of the verse, g) the counselor asks the counselee to establish the behavior to be corrected, h) the counselor encourages the member to express any spoken feelings developed during the psychodrama, i) evaluation and feedback of the psychodrama process. conclusion psychodrama consists of three phases: (1) warm-up, (2) action, and (3) sharing, provision of reinforcement/study of the verses in the qur'an and hadith as well as discussion. at the 3rd stage, the counselor gives verses of the qur'an and hadith related to the problems of the counselee. it is useful to give an understanding that in the islamic religion has been arranged and god's promise is certain. in the implementation of psychodrama it would be nice to be given an islamic approach in accordance with the qur'an and hadith. reference al-qaththan, m. k. (1994). mabâhits fiy ‘ulum al-qur’an. beirut: muassah al risalah. al-khatib, m. a. (1989). ushûl al-hadîs; ‘ulûmuhu wa musthalahuhu. beirut: dâr al-fikr. al-mighwar, m. (2006). psikologi remaja. bandung: pustaka setia. arikunto, s. (2006). prosedur penelitian, suatu pendekatan praktik. jakarta: rineka cipta. blatner, a. (1996). acting-in: practical applications of psychodramatic methods (3rd ed.). new york: springer. corey, g. (2012). theory & practice of group counseling (8th ed.). canada: nelson education. gladding, s. t. (2012). konseling profesi yang menyeluruh. jakarta: indeks. hurlock, e. (2011). psikologi perkembangan, suatu pendekatan sepanjang rentang kehidupan (5th ed.). jakarta: erlangga. leveton, e. (2001). a clinician’s guide to psychodrama (3rd ed.). usa: springer. linda dwi sholikhah 9 islamic guidance and counseling journal vol. 1, no. 1, pp. 1-10, january 2018 maba, a. p. (2017). mengembangkan kemampuan resolusi konflik interpersonal siswa melalui bimbingan kelompok dengan teknik sosiodrama. open science framework. https://doi.org/10.17605/osf.io/e9q2s moreno, z. t., bloomkvist, l. d., & ru’tzel, t. (2000). psychodrama, surplus reality and the art of healing. london: routledge. najati, m. u. (2000). psikologi dalam tinjauan hadist nabi. jakarta: mustaqim. santrock, j. w. (2003). perkembangan remaja. jakarta: erlangga. sholikhah, l. d. (2013). psikodrama untuk meningkatkan kestabilan emosi. counselium, 1(2). sugiyono. (2011). statistik untuk penelitian. bandung: alfabeta. yustinus, s. (2006). kesehatan mental (1st ed.). yogyakarta: kanisius. copyright holder : © sholikhah, l. d. (2018) first publication right : © islamic guidance and counseling journal this article is under : the role of counselor persona in understanding adolescents crisis of identity 10 islamic guidance and counseling journal vol. 1, no. 1, pp. 1-10, january 2018 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: afriwilda, m., & mulawarman, m. (2021). the effectiveness of motivational interviewing counseling to improve psychological well-being on students with online game addiction tendency. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1235 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the effectiveness of motivational interviewing counseling to improve psychological well-being on students with online game addiction tendency mayang t afriwilda*, mulawarman mulawarman universitas negeri semarang, indonesia mayangtamara8@gmail.com* article information: received december 10, 2020 revised january 22, 2021 accepted february 16, 2021 keywords: counseling; motivational interviewing; psychological well-being abstract psychological well-being is a condition of a person who is not only free from pressure or mental problems but a mental condition that is considered healthy and functioning optimally. this study aims to determine the strength-based counseling intervention based on motivational interviewing to improve psychological well-being. this study uses an experiment with a pretest-posttest control group design. 32 eleventh-grade students in high schools in the city of semarang involved as participants. participants were selected using purposive sampling (low psychological well-being and online game tendency), then divided into a control group and an experimental group. the results showed that during the measurement period pre-test, post-test, and follow-up here was a significant difference (t = -9.670, p > .05) in the experimental group, while in the control group (t = -7.936, p > .05). it can be said that when viewed from the pre-test, post-test, and follow-up intervention the use of motivational interviewing to increase the level of psychological well-being is more significant than the intervention in the control group. as the result, there is a significant change in student's psychological well-being after counseling with motivational interviewing. introduction the industrial revolution 4.0 is an era that combines automation technology with cyber that brings changes to the order of life (puncreobutr, 2016; rojko, 2017). one of them is turning games into a trend for teen recreational activities (king & delfabbro, 2019). however, excessive involvement in games can lead to the risk of addiction (muller et al., 2014). game addiction is part of internet addiction being recognized as a mental health condition that impacts individual well-being (psychlopaedia, 2016). based on data compiled from newzoo, appannie, forbes, techinasia in 2017, indonesia is ranked 16th in the world with 43.7 million gamers and 10-20 years old with a percentage of 36% (saputra, 2018). in indonesia, several studies state that online game addiction causes students to be unable to stop playing, fatigue, skipping school, lack of social interaction, hallucinations, decreased academic performance (efendi, 2014; kurniawan, 2017), speaking and behaving rudely, to crimes such as stealing parent’s money (eskasasnanda, 2017). previous research has further linked internet activity such playing online games in particular and wider internet use with a number of negative mental health problems such as poor psychological functioning and stress (sampasa-kanyinga & lewis, 2015), low selfhttps://orcid.org/0000-0002-6150-6027 mailto:mayangtamara8@gmail.com afriwilda, m., & mulawarman, m. 107 islamic guidance and counseling journal vol. 4, no. 1, pp. 106-115, january 2021 esteem (fioravanti et al., 2012), depression (van den eijnden et al., 2008), loneliness and even suicidal ideation (mitchell et al., 2015). according to yusuf (2006), to fulfill the task of developing adolescents, they must be able to achieve emotional independence, be able to develop interpersonal communication, learn to get along with peers, have social responsibility, and be able to control themselves. psychological well-being is a condition of a person who is not only free from stress or mental problems, but a mental condition that is considered healthy and functioning optimally. psychological well-being is used to describe the fulfillment of positive psychological functioning criteria (effendy, 2016; ryff & keyes, 1995). specifically, ryff & keyes (1995) divides psychological well-being into six main dimensions, namely, the extent to which individuals have the quality of positive relationships with others, the individual's ability to accept himself, have a life purpose, be able to grow personally, be able to control the environment effectively and become an independent person (autonomy). psychological well-being is very important for students because it has a significant effect on development (hidayah et al., 2016) and it an indicator of low mental health and being not motivated in the academic process (okoli & okoli, 2018). because psychological well-being is considered a challenge, effort, personal development and striving to grow (özen, 2005; waterman, 1992). kim (2017) stated that the psychological well-being of adolescents should be understood as a function of individual and contextual characteristics. the results of the research by misero & hawadi (2012) found that adolescents who have good psychological well-being are able to feel pleasure, are able to avoid stress, are effective in solving problems, and are committed to academic achievement. another study from megawati & herdiyanto (2016) found that psychological well-being is positively related to prosocial behavior. this means that good psychological well-being will also be accompanied by high prosocial behavior. these findings indicate that good psychological well-being in adolescents appears from optimal functioning in all aspects of psychological development, namely positive feelings and emotions about oneself, being able to solve problems, and also the existence of social connection. based on the research conducted by twenge & campbell (2018) who examined the relationship between screen time and lower psychological well-being among children and adolescents. however, this study has several limitations, the survey items combined tv and electronic games into one question, which allowed only an analysis of total screen time and not any differentiation between legacy media (tv) and digital media (electronic games, internet, social media, etc.), second, the survey assessed only weekday screen time, and screen time may be higher on weekends. current research is based on the recommendation that are screening and interventions are needed to help promote low psychological well-being caused by digital media. therefore, to improve psychological well-being requires interventions that focus on self-motivation to achieve a commitment to change (griffiths et al., 2012; xu et al., 2011). one approach to the strength-based paradigm and focus to build motivation is motivational interviewing. motivational interviewing counseling emphasizes the development of strengths by identifying one's own strengths (jones-smith, 2013). the results of previous research show that strength-based counseling is effective for increasing resilience (suranata et al., 2017). likewise, strength-based cognitive therapy is also effective in increasing student resilience (fadhillah et al., 2017; padesky & mooney, 2012). oneother studies have also shown motivational interviewing counseling can support self-empowerment, and believe that everyone has the ability to solve problems and achieve goals (manthey et al., 2011). although using a strenght based paradigm, previous research has not used a specific specific strategy, besides that research on the efficacy of motivational interviewing is still very limited in the school environment. the effectiveness of motivational interviewing counseling to improve psychological well-being on students with online game addiction tendency 108 islamic guidance and counseling journal vol. 4, no. 1, pp. 106-115, january 2021 research iarussi et al., (2013) explained that counselors need to master motivational interviewing (mi) to develop counseling skills as a professional in the field of counseling. in the implementation of this research was carried out individually, because based on the results of the meta-analysis, the motivational interviewing intervention in the form of an individual has a stronger effect and the results can last in the long term (jiang et al., 2017; smedslund et al., 2011). according to the previous explanation and corrects some of the limitations of the above studies, researchers attempted to examine the effectiveness motivational interviewing counseling to improve students' psychological well-being who have tendency to game online addicition. rationale of the current study this study is different from previous studies. in this study specifically to improve the psychological well-being of students by examining the effectiveness of individual counseling with a motivational interviewing approach. the use of motivational interviewing counseling carried out with individual services provides the right means of solving problems that are being experienced by students, because in this counseling is more intensive and more personal (saputra, 2016). so that in this case students are able to further prove and open their minds in identifying and responding to their problems in order to achieve the expected goals without feeling uncomfortable with the environment that is being felt at the moment (tutiona et al., 2016). based on the research conducted by twenge & campbell (2018) who examined the relationship between screen time and lower psychological well-being among children and adolescents. however, this study has several limitations, the survey items combined tv and electronic games into one question, which allowed only an analysis of total screen time and not any differentiation between legacy media (tv) and digital media (electronic games, internet, social media, etc.), second, the survey assessed only weekday screen time, and screen time may be higher on weekends. current research is based on the recommendation that are screening and interventions are needed to help promote low psychological well-being caused by digital media. therefore, to improve psychological well-being requires interventions that focus on self-motivation to achieve a commitment to change (griffiths et al., 2012; xu et al., 2011). the research of manthey et al. (2011) explains that both motivational interviewing and other strength-based practices support personal empowerment and hold the belief that individuals already possess the skills necessary to solve problems and achieve goals. strength-based practice and motivational interviewing do not expect one to be the expert who is responsible for how an individual change. conversely, it allows a person to become skilled in facilitating a process of exploring and reinforcing the counselee's goals, values and strengths. hypotheses 1. individual motivational interviewing counseling is effective in improving psychological well-being students with a tendency to online game addiction 2. there is an interaction effect on the effectiveness of motivational interviewing counseling to improve psychological well-being in students with a tendency to online game addiction methods research design this research is quantitative in nature, and uses an experimental design. the experimental design used was a pre-test and multiple post-test designs involving two groups, afriwilda, m., & mulawarman, m. 109 islamic guidance and counseling journal vol. 4, no. 1, pp. 106-115, january 2021 namely the experimental group and the control group. counseling activities are carried out face to face. participants the participants in this study were students of eleventh grade class from several high schools in semarang, which consisted of 32 students who were divided into two groups (each group consists of 16 students). the participants were selected using purposive sampling technique based on low psychological well-being (x < 147) and high game online addiction (x > 77). after the subjects were collected, they were collected into two groups, the experimental group and the control group randomly. participants in the experimental group received treatment in the form of individual counseling with motivational interviewing, while the control group received individual counseling without a spesific approach (treatment as usual). instruments the instrument used to measure the level of psychological well-being is adapted from the psychological well-being (pwb) scale made by ryff (1989) and game online addiction made by lemmens et al. (2009). pwb scale consists of six interrelated elements, namely autonomy, environmental control, personal growth, positive relationships with others, goals in life, and self-acceptance. the psychological well-being scale used in this study is a medium form of 42 items with 3 items for each aspect (ryff, 2014). this instrument has a cronbach alpha score of .908. then, game online addiction instrument (lemmens et al., 2009), this instrument is structured based on seven aspects, namely salience, tolerance, mood modification, withdrawal, relapse, conflict, problems. this online game addict behavior scale consists of 21 questions. the reliability of the scale is indicated by cronbach's alpha .94. there are no unfavorable items in this instrument. procedures there are several steps taken. first, the researcher gave a pretest to determine the psychological well-being of students before the intervention. second, providing 3 sessions of motivational interviewing counseling interventions with 2x45 minutes allotment for each session. third, the provision of a post-test to see changes in the psychological well-being of the subject. fourth, the researchers followed the activity after a two-week post-test. data analysis before testing the hypothesis, the normality test is carried out. the data analysis used was anova repeated measures and paired sample t-test to see changes in pre-test, post-test, and follow-up. results and discussion results based on the data in table 1, the participants in this study had an age range between 1417 years with the number of participants based on gender were 21 male students and 11 female students. the division of groups was done randomly. based on the data in table 2, the results of the tests carried out prove that it has a data description with an average level and a standard deviation. the psychological well-being in the experimental group experienced a drastic increase where the mean from pretest (m = 141.75; sd = 9.18) to postest (m = 182.93; sd = 15.57) and to follow-up (m = 202.50; sd = 20.07), differed. compared pretest (m = 134.75; sd = 12.94) to postest (m = 160.06; sd = 17.57) and to follow-up (m = 170.31; sd = 18.06) in the control group. the effectiveness of motivational interviewing counseling to improve psychological well-being on students with online game addiction tendency 110 islamic guidance and counseling journal vol. 4, no. 1, pp. 106-115, january 2021 based on the data in table 3, the present study showed that there is a significant main effect of time on psychological well-being (f (2,32 = 155.760, p<.01). the interaction effect of time and group also significantly affect the level of psychological well-being (f (2,16) =, p<.05). however, there is no significant effect of time on psychologicall well being in control group. based on the data in table 4, motivational interviewing intervention given to the experimental group in the t1 vs t2 period showed a significant difference (t = -9.234, p > .05) while the control group also experienced a significant difference (t = -5795, p > .05). in other words, the mi intervention had a more significant effect on increasing the level of psychological well-being at the t1 vs t2 measurement period than the control group intervention. furthermore, during the measurement period t2 vs t3 showed that there was a significant difference (t = -6.332, p > .05) to the results of measuring the level of psychological well-being in the experimental group, while the tau group also experienced an increase (t = 3,617, p >. 05). in other words, the t2 vs t3 intervention mi intervention had a more significant effect on increasing the level of psychological well-being at the t1 vs t2 measurement period than the control group intervention. in addition, during the measurement period t1 vs t3 showed that there was a significant difference (t = -9.670, p > .05) in the experimental group, while in the control table 1. participants demographical information variables n % age (years old) 14 3 9.3 15 4 12.5 16 20 62.5 17 5 15.7 gender male 21 65.6 female 11 34.4 table 2. descriptive data of psychological well-being time of assesment experiment control n mean sd n mean sd pre-test (t1) 16 141.75 9.18 16 134.75 12.94 post-test (t2) 16 182.93 15.57 16 160.06 17.57 follow up (t3) 16 202.50 20.07 16 170.31 18.06 table 3. comparison result between and within group time of assesment range experiment control t f (2,16) m sd m sd t1 (pre-test) 0-6 141.750 9.1833 134.750 12.948 1.764 t2 (post-test) 0-6 182.935 15.579 160.062 17.578 3.895 22.488 t3 (follow up) 0-6 202.500 20.073 170.312 18.061 4.768 f (1,16) 130.760 25.110 f (2,32) 155.760 table 4. comparison result between the assessment on experiment and control group comparison t experiment control t1 vs. t2 -9.234 -5.795 t2 vs. t3 -6.322 -3.617 t1 vs. t3 -9.670 -7.936 *t1 = pre-test, t2=post-test, t3= follow-up afriwilda, m., & mulawarman, m. 111 islamic guidance and counseling journal vol. 4, no. 1, pp. 106-115, january 2021 group (t = -7.936, p > .05). it can be said that when viewed from the t1 vs t3 intervention the use of mi to increase the level of psychological well-being was more significant than the intervention in the control group. discussion so that, hypotheses 1 of the results showed that motivational interviewing counseling could effectively improve students' pdychological well-being than the control group. the results of this study reinforce other relevant research which states that motivational interviewing based on expressed principles such as empathy, support for the effectiveness of the counselee's personality, accepting counselee resistance etc. can have interventions with each other (miller & sanchez, 1994; rollnick & miller, 1995). research studies show that motivational interviewing is directive counseling (with an evidence-based approach) that helps counselees to change their behavior through uncertainty detection and resolution. in other words, the main purpose of motivational interviewing is to treat and handle doubts and ambivalence in the counselee. the counselor also uses such an approach to determine changes in counselee behavior (imanparvar, 2016). the results of the research found that motivational interviewing is proven to be effective in improving psychological well-being. thus, the results found are consistent with other findings which reinforce the fact that motivational interviewing can improve psychological well-being in students with learning difficulties. psychological well-being refers to a feeling of well-being that includes complete awareness and integrity in all personal aspects. psychological well-being includes assigning personal cognitive values to life; that is, individuals assign a value to their conditions depending on their expectations and previous experiences (imanparvar, 2016). then, hypotheses 2 of the results describe that there are interaction effects between motivational interviewing group and control group. the results of this study are in line with research (simmons et al., 2016) which states that this approach requires attention to the existing strengths of a person, family, group, or organization, and utilizes and builds these strengths to help recovery, empower counselees, and build resilience. a focus on strengths offers another avenue to help reduce unwarranted or excessive anxiety, anxiety, and demoralization. exploring and using strengths can increase immunity to stressors by building habits and protective, pragmatic actions. a focus on strengths will help to transform and reassess challenges, and potentially provide us with a stable dose of well-being to establish positive coping mechanisms (baker et al., 2017; rashid & mcgrath, 2020). motivational interviewing counseling interventions are able to provide a positive identification effect on low self-esteem and self-control, where before being given the intervention these conditions greatly hamper daily life. however, from the motivational interviewing counseling, students can better understand their internal thoughts, expand their perspective of thinking to be more positive, resolve their ambivalents, try to determine what actions they take, and try to be able to apply them to themselves when they feel difficult situations that are not according to his expectations at that time (singh, 2019). limitations and suggestion the results of this study still have limitations, the study did not measure and analyze the level of tendency of online game addiction in research subjects after being given motivational interviewing (post-treatment) counseling, but only focused on efforts to improve psychologichal well-being. second, with regard to the research design used, the method of determining the group of research subjects by randomization does not really guarantee that it will create an equal composition of the two groups. third, in this study, a follow-up plan to determine how changes in the effect after giving the motivational interviewing counseling the effectiveness of motivational interviewing counseling to improve psychological well-being on students with online game addiction tendency 112 islamic guidance and counseling journal vol. 4, no. 1, pp. 106-115, january 2021 treatment was carried out only with a span of 2 weeks after the last post-test. future research could analyze the level of well-being of students by gender, or test the efficacy of mi in a group setting and address the limitations of this study. implications the results of this study provide evidence that the effect of motivational interviewing counseling can have an effective effect on increasing psychologichal well-being in students and can be used as a conceptual and practice reference in the development of future counseling. conclusions the findings of this study prove that there is an effect of motivational interviewing counseling approach intervention on students' psychological well-being. thus, counselors can use motivational interviewing counseling to intervene with students. author contrubutions statement mta has prepared research designs, collected data at the study site and analyzed the data. mw has provided guidance, instructions, criticisms, and advice in the preparation of research designs and supervision during the research process. aknowledgments this project is funded by the ministry of research and technology and higher education (ristek-brin) funding master's thesis grant program with contract number 056/sp2h/lt/drpm/2020. references baker, j. c., williams, j. k., witvliet, c. v. o., & hill, p. c. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://scholar.google.com/scholar?cluster=599018971576270297&hl=en&oi=scholarr https://doi.org/10.1016/j.pmedr.2018.10.003 https://doi.org/10.1037/0012-1649.44.3.655 https://psycnet.apa.org/record/1992-97345-003 https://doi.org/10.1109/icebeg.2011.5881801 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=yusuf+syamsu.+2006.+psikologi+perkembangan+anak+dan+remaja.+bandung%3a+pt.+remaja+rosdakarya%3b+bandung.+&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: awalya, a., suharso, s., rifani, e., syifa, l., saputra, f., susilawati, s., & anggraini, w. (2020). students perception about counselors communication skills: the differences based on gender and grades in junior high schools. islamic guidance and counseling journal, 3(2). https://doi.org/10.25217/igcj.v3i2.847 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung students perception about counselors communication skills: the differences based on gender and grades in junior high schools awalya awalya1*, suharso suharso1, endang rifani2, layyinatus syifa1, fikie saputra3, susilawati susilawati4, weni anggraini1 universitas negeri semarang, indonesia1 universitas pgri semarang, indonesia2 sekolah menengah pertama kesatrian 2 semarang, indonesia3 universitas bengkulu, indonesia 4 awalya@mail.unnes.ac.id* article information: received april 11, 2020 revised april 27, 2020 accepted may 3, 2020 keywords: communication skills; individual counseling; students perception abstract individual counseling services which are not in line with the procedures and goals may lead to students’ negative perceptions. to know this, there are several dimensions to be examined whether the services have been in line with the procedures or not, such as listening skills, techniques used, goal setting, and others. regarding these preliminary findings, this study aimed at describing students’ perceptions of individual counseling services provided by counselors in semarang, indonesia and its differences in terms of counselor communication skills based on genders and grades. survey method with cross-sectional technique (n=709) was employed to investigate this issue. to determine students’ perception of the implementation of individual counseling by the counselor, the authors used manova and multidimensional descriptive analysis. the findings showed that according to gender, male students had lower perceptions of the individual counseling given by counselors than female students. further, differences in perceptions based on grades are also discussed in this article. introduction counselor is a profession that has professional standards. these standards cover basic skills and techniques in conducting counseling based on theoretical and practical frameworks to establish a good relationship, advance to work phase, gain assessment and termination (ridley, kelly, & mollen, 2011). counseling skills and techniques are various, but there are basic skills to accomplish in the beginning of counseling process, namely microskills. the skills usually consist of active listening skills, and will be considered as a determinant factor in the development of counseling processes (kuntze, van der molen, & born, 2009). the purpose of basic listening and interviewing skills is to help establish a relationship between the counselor and students (clients), encourage clients’ disclosure, and provide services based on clients’ needs (ridley et al., 2011). there are many competencies counselors should have. one of which is empathy conceptualizations. some of empathy conceptualizations emphasize relationship with compassion, while the other conceptualizations emphasize clients’ perspectives, and focus on how to attentively listen to clients’ experiences (clark, 2004). notions of empathy identify https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i2.847 mailto:awalya@mail.unnes.ac.id students perception about counselors communication skills: the differences based on gender and grades in junior high schools 84 islamic guidance and counseling journal vol. 3, no. 2, pp. 83-92, july 2020 them as improvable skills through trainings, while others see as automatic reactions or innate quality that may or may not be subject to further development beyond what is innately (gerdes, segal, & lietz, 2010; singer & lamm, 2009) ability to empathize, listen, provide comfort, techniques mastery, gain achievement and knowledge, as well as goal orientation are aspects which can stimulate students’ perceptions of a counselor in the process of individual counseling services (messina, 2005). the way the counselor performs the individual counseling services shapes students’ perception of him. individual counseling is a process where a client enters a relationship therapy with a welltrained counselor who creates safe, humane, secret and professional atmospheres to build an environment to explore the client’s feelings, beliefs, and behaviors with the aim of covering client’s understanding about himself, and others, organize client’s reality, and client’s goals as well as proceeding to a better direction indicated by changes (eremie et al., 2012). the aim of this service for students is to help them be independent, responsible, creative, productive, and honest people so that they can optimally develop. during the individual counseling process, students need comfort to express their problems, appreciation and respect, and openness to the counselor so that there will be a supportive atmosphere and relationship to achieve counseling goals. to gain such desired objectives, there is a need for the counselor to master communication skills. communication skills mastery is the basis of counseling. knapp (2007) asserts that micro-skills facilitate client’s understanding which in turn function as a basis for all assistances. client’s understanding is realized by therapeutic awareness gained from clients’ statements and the way they deliver the statements. for more, regarding interviewing skills and the main theoretical strength that underlie counseling and therapy activities. ivey, d'andrea, ivey & simek-morgan (2009) state that counselors are expected to implement strategies that reflect a high sense of intentionality. counseling is also called as a process of helping, and has two main skill categories. communication and action skills or skills that involve external behavior. second, mental skills or skills that require internal thinking process (jones, 2009). the most basic macroskills cover behaviors showing counselor’s presence to listen clients are such as eye contact, body language, vocal quality. once the counselor shows his presence, he proceeds to microskills hierarchy to open and closed questions, give encouragement, paraphrase, summation, feelings reflection, confrontation and other skills. it is important to keep in mind that the foundation for effective interview and skills integration is the ability to listen and understand clients (ivey, ivey, zalaquett, & quirk, 2012). counseling microskills are divided into two. first, listening skills, including: clarification, paraphrase (responding to content), reflection (responding to feelings), and summarizing. second, influencing skills, such as open and closed questions, advanced interpretation and empathy, information giving, immediacy, self-disclosure, and confrontation (cormier, nurius, & osborn, 2009). a counselor should have good communication skills so that his counseling can be done effectively. these skills are important in counseling because they provide understanding for counselees. to control this service quality, competency standards should be used to examine the extent that has been achieved and further expectation for performance development. furthermore, a counselor is also demanded to have personal competencies. cavanagh (1990) mentions personal competencies that must be owned by a counselor, namely good selfunderstanding, competent in counseling, healthy personality, trustworthy, honesty, responsive, patient, and having sensitivity towards counselee. these competencies help counselees or clients have good perceptions. perception is a process that is initially started by sensing as a response of accepting stimulus related to the received messages or information by individuals (walgito, 2010). awalya, a., suharso, s., rifani, e., syifa, l., saputra, f., susilawati, s., & anggraini, w. 85 islamic guidance and counseling journal vol. 3, no. 2, pp. 83-92, july 2020 it is important to know students’ perception of the counselor in individual counseling services because the information giving by students depends on their high and low perceptions. once students consider the relationship they build within a counseling service is good, it would contribute positive results to the success of counseling (bell, hagedorn, & robinson, 2016; norcross & lambert, 2011). the role of the counselor or school counselor is significant to the success of school counseling services, but previous study revealed that students have not yet felt satisfied with the school counseling given by the counselor. (kartiko, hartati, & saraswati, 2014). many previous studies examined the assessment of counselors’ competencies and skills in providing individual counseling services. kuntze et al. (2009) found that counselors who have been working gain higher scores than university students who are still learning competencies and skills in providing services. their study used communication skills progress test (cspt) instrument distributed to counselors and university students. another study gained insignificant differences in competencies and skills seen from gender. their study used communication skills mastery scale (bakkar, 2019). fatchurahman (2016) states that one problem that happens in individual counseling might caused by incomprehensive knowledge about communication skills (counseling interview) by counselor. in fact, the mastery of communication skills is the basis of counseling. some studies of counselors’ competencies and skills in providing individual counseling have been conducted. to be objective, study study intended to assess counselors based on students’ perspectives as counselees. it was because the effectiveness of counseling processes can be seen from counselees’ satisfaction. studies on students’ perceptions of individual counseling regarding their satisfaction during the services actually have ever been conducted. those studies show that the level of students’ satisfaction in having individual counseling at kebomas gresik 1 middle school based on r effective value on students’ perceptions variable and individual counseling services gained 45.69% satisfaction, while the rest 54.31% are influenced by other factors (erawati, 2015). on the other hand, this study intended to find out students’ perceptions of the individual counseling services in relation to the counselor’ competencies and skills in counseling processes seen from gender and grades in junior high school throughout semarang city and regency. methods this study involved 709 junior high school students at 7th, 8th, and 9th grades in semarang city and regency in central java province. sample was taken using simple random sampling from junior high school students population. here, the reseachers collaborated with counselors to distribute the instrument and employed survey method with cross-sectional to collect the data. the instrument used was the client’s evaluation of counselor behavior short form (cecb-s) developed by (messina, 2005). prior to the distribution, the instrument has passed several adaptation stages, namely 1) forward translation, 2) translation review, decentering, and reconciliation of content, 3) back-translation, 4) commit or team review and further cultural adaptation, 5) team review and consensus forming. (cecb-s) consisting of 29 items with 7 answer choices 1) strongly disagree, 2) disagree, 3) somewhat disagree, 4) neutral, 5) somewhat agree, 6) agree, and 7) strongly agree. there were 22 valid items out of 29 items, all valid items are used in this study. in addition, one of seven dimensions called knowledge eliminated out of the instrument after pilot validity project by 50 respondents. the dimensions included are a) listening, empathy and skills, b) technique, c) goal setting, d) achievement, e) availability, and f) action. its validity and reliability levels gained (r = 0.276 0.777), and cronbach's alpha 0.923 respectively. students perception about counselors communication skills: the differences based on gender and grades in junior high schools 86 islamic guidance and counseling journal vol. 3, no. 2, pp. 83-92, july 2020 then, to determine students’ perception of the implementation of individual counseling by the counselor, through the manova and multidimensional descriptive analysis with the help of statistical package for the social sciences (spss. 22) was used. results and discussion the calculation results of the survey of the students in semarang city and regency are presented in table 1. categories gender grades male female 7th 8th 9th total % total % total % total % total % low 108 15.2 198 21.6 79 11.1 103 14.5 124 17.5 high 153 27.9 250 35.3 206 29.1 77 10.9 120 16.9 table 1. the level of students’ perception based on gender and grades table 1. shows that the male students who had low perceptions were 108 people (15.2%), while those who had high perceptions were 153 people (27.9%). next, female students who had low perceptions were 198 people (21.6%), while those who had high perceptions were 250 people (35.3%). moreover, according to grades there were 79 students (11.1%) having low perceptions, and 206 students (29.1%) having high perceptions at the 7th grade. further, at the 8th grade, there were 103 students (14.5%) having low perceptions, and 77 (10.9%) students having high perceptions. the last, the 9th grade students who had low perceptions amounted to 124 people (17.5%), while those who had high perceptions amounted to 120 people (16.9%). dimensions categories gender grades male female 7th 8th 9th total % total % total % total % total % listening, empathy, and skills (1) low 116 16.4 214 30.2 90 12.7 109 15.4 131 18.5 high 145 20.5 234 33 195 27.5 71 10.0 113 15.9 techniques (2) low 115 16.2 210 29.6 85 12.0 109 15.4 131 18.5 high 146 20.6 238 33.6 200 28.2 71 10.0 113 15.9 goal setting (3) low 97 13.7 196 27.6 84 11.8 96 13.5 113 15.9 high 164 36.8 252 63.2 201 28.3 84 11.8 131 18.5 achievement (4) low 120 16.9 201 28.3 104 14.7 107 15.1 110 15.5 high 141 19.9 247 34.8 181 25.5 73 10.3 134 18.9 availability (5) low 129 18.2 237 33.4 121 17.1 105 14.8 140 19.7 high 132 18.6 211 29.8 164 23.1 75 10.6 104 14.7 action (6) low 101 14.2 190 26.8 78 11.0 94 13.3 119 16.8 high 160 22.6 258 36.4 207 29.2 86 12.1 125 17.6 table 2. students’ perceptions of individual counseling services per dimension based on table 2, statistical data show that the dimensions of listening, empathy and skills got low perception from 116 male students (16.4%), and high perception from 145 (20.5%) male students. meanwhile, there were 214 (30.2%) female students having low perception, and 234 (33%) female students having high perception. based on grades, the 7th grade had 90 students (12.7%) having low perception, and 195 students (27.5) having high perception. further, the 8th grade had 109 students (15.4%) having low perception, and 71 students (10%) having high perception. the last, the 9th grade had 131 students (18.5%) having low perception, and 113 students (15.9%) having high perception. the second dimension deals with students’ perceptions of the techniques used by the counselors in individual counseling services. based on the table it is known that there were differences in the number of students’ perceptions based on gender. first, the high perception awalya, a., suharso, s., rifani, e., syifa, l., saputra, f., susilawati, s., & anggraini, w. 87 islamic guidance and counseling journal vol. 3, no. 2, pp. 83-92, july 2020 from female students amounted to 238 people (33.6%), while male students amounted to 146 people (20.6%). second, the the low perception from male students amounted to 115 people (16.2%), while female students amounted to 210 (29.6%) people. in addition, based on grades, the highest perception was gained by the 7th grade with 200 students (28.2%), followed by the 9th grade with 113 students (15.9%), and the 8th grade with 71 students (10.0%). the third dimension is goal setting. according to the overall calculations, more than 50% of students had high perceptions of the goal setting performed by the counselors in individual counseling services. there were differences in the number of students’ perceptions based on gender. first, the high perception from male students amounted to 164 people (36.8%), while female students amounted to 252 people (63.2%). second, the the low perception from male students amounted to 97 people (13.7%), while female students amounted to 196 people (27.6%). in addition, based on grades, the highest perception was gained by the 7th grade with 201 students (28.3%), followed by the 9th grade with 131 students (18.5%), and the 8th grade with 84 students (11.8%). the fourth dimension is achievement. it is related to the way the counselors have orientation to students’ achievement. in this dimension, the researchers found that female students who had high perceptions amounted to 247 people (34.8%) or higher than male students’ perceptions which amounted to 141 people (19.9%). meanwhile, at low level of perceptions of this dimension, there were 120 male students (16.9%), and 201 female students (28.3%). for more, based on grades the highest perception was gained by the 7th grade with 181 students (25.5%), followed by the 9th grade with 134 students (18.9%), and the 8th grade with 73 students (10.3%). in terms of availability dimension, male students who had low perceptions of individual counseling services amounted 129 people (18.2%), while those who had high perceptions amounted 160 people or 22.6%. on the other hand, female students who had low perceptions of availability dimension amounted to 190 people or 26.8%, while those who had high perceptions amounted to 258 people or 36.4%. then, based on grades, at the 7th grade the number of students who had low perceptions were 121 people with a percentage of 17.1%, while the students who had high perceptions were 164 people or 23.1%. at the 8th grade, the number of students who had low perceptions were 105 people with a percentage of 14.8%, while the students who had high perceptions were 75 people or 10.6%. the last, the 9th grade had students with low perceptions of 140 people with a percentage of 19.7%, and students with high perceptions of 104 people or 14.7%. data of students’ perceptions of individual counseling services in the dimension of action revealed that according to gender, male students who had low perceptions amounted to 101 people with a percentage of 14.2%, while the ones with high perceptions were 132 people or 18.6%. further, female students who had low perceptions amounted to 190 people or 33.4%, while the ones with high perceptions were 211 people or 21.8%. based on grades, there were 78 students or 11.0% having low perceptions, and 207 students or 29.2% having high perceptions at the 7th grade. at the 8th grade there were 94 students or 13.3% having low perceptions, and 86 students or 12.1% having high perceptions. the last, at the 9th grade there were 119 students or 16.8% having low perceptions, and 125 students or 17.6% having high perceptions. furthermore, this study also found out the level of comparison between gender and grades variables in the table 3. based on the table 3, the perception of male students of the counselors’ competencies has got not significant difference (f(1)=0,138, p>0,05). similarly, the results also had no differences in each dimension that dimension 1 (f(1) =0.497, p>0.05), dimension 2 (f(1)=0.195, p>0.05), dimension 3 (f(1)=2.485, p>0.05, dimension 4 (f(1) =0.028, p>0.05), dimension 5 (f(1)=2.553, p>0,05) and dimension 6 (f(1)=1.444, p>0.05). thus, there was no students perception about counselors communication skills: the differences based on gender and grades in junior high schools 88 islamic guidance and counseling journal vol. 3, no. 2, pp. 83-92, july 2020 significant changes in students’ perception of the counselors seen from overal data and each dimension data. dependent variables gender grades f df p f df p perception of counselors’ competencies (1) 0.138 1 >0.05 21.914 2 <0.05 listening, empathy, dan skills (2) 0.497 1 >0.05 23.164 2 <0.05 techniques (3) 0.195 1 >0.05 31.798 2 <0.05 penetapan goal setting (4) 2.485 1 >0.05 11.791 2 <0.05 achievement (5) 0.028 1 >0.05 12.595 2 <0.05 availability (6) 2.553 1 >0.05 9.726 2 <0.05 action (7) 1.444 1 >0.05 19.910 2 <0.05 table 3. the differences in students’ perception of each dimension according to table 4, based on grades, the results showed significant differences in students’ perception of the counselors’ competencies (f(2)=21,914, p<0,05). however, the data of each dimension showed no difference, namely dimension 1 (f(2)=23.164, p<0.05), dimension 2 (f(2)=31.798, p<0.05), dimension 3 (f(2)=11.791, p<0.05), dimension 4 (f(2) =12.595, p<0.05), dimension 5 (f(2) =9.726, p<0.05) and dimension 6 (f(2) =19.910, p<0.05). therefore, the data showed significant differences in students’ perception of the counselors seen from overal data and each dimension data. grades differences 7th & 9th 8th & 9th t p t p perception of counselors’ competencies (1) 10.998 <0.05 -1.832 <0.05 listening, empathy, dan skills (2) 3.923 <0.05 -0.330 <0.05 techniques (3) 3.204 <0.05 -.0557 <0.05 penetapan goal setting (4) 1.098 <0.05 -0.257 <0.05 achievement (5) 0.968 <0.05 -0.501 <0.05 availability (6) 0.40 <0.05 0.010 <0.05 action (7) 1.406 <0.05 -0.197 <0.05 table 4. the differences in students’ perception based on grades there were significant differences in students’ perception of the counselors’ competencies at the 7th and 9th grades by t=10.998, p<0,05. in this way the 7th grade had higher perception of the counselors’ competencies than the 9th. equally, the results of each dimension were also found out the same, that dimension 1 gained t=3.923, p<0.05, dimension 2 gained t=3.204, p<0.05, dimension 3 gained t=1.098, p<0.05, dimension 4 gained t=.968, p<0.05, dimension 5 gained t=.40, p<0.05, and dimension 6 gained t=1.406, p<0.05. in conclusion, these data indicated that the 7th grade obtained higher perception of the counselors’ competencies than the 9th grade seen from both overall data and each dimension data. the researchers also found significant results of students’ perception of the counselors’ competencies at grade 8th and 9th by the difference level of t=-1.832, p<0.05. at this point, the grade 9th gained higher perception of the counselors’ competencies than the 8th grade. accordingly, the results of each dimension showed significant differences that dimension 1 gained t=-0.330, p<0.05, dimension 2 gained t=-0.557, p<0.05, dimension 3 gained t=-0.257, p<0.05, dimension 4 gained t=-0.501, p<0.05, dimension 5 gained t=0.10 p<0.05, and dimension 6 gained t=-0.197, p<0.05. these data revealed that the 9th grade gained higher perception of the counselors’ competencies than the 8th grade seen from both overall data and each dimension data. by referring to these grades comparison, the 8th grade gained the lowest perception of the counselors’ competencies among all grades. awalya, a., suharso, s., rifani, e., syifa, l., saputra, f., susilawati, s., & anggraini, w. 89 islamic guidance and counseling journal vol. 3, no. 2, pp. 83-92, july 2020 the objective of this study was to determine the level of students’ perceptions of the counselors in individual counseling services. as mentioned earlier in the background of the study, students’ perceptions influence the success of the individual counseling services. this is mentioned by one of previous studies finding showing that the level of students’ satisfaction in a counseling service at kebomas gresik 1 junior high school gained r effective value of 45.69% on the variable of students’ perception, and the individual counseling services, while the rest 54.31% is influenced by other factors. this study also suggests that students’ perception can be examined by factors related to satisfaction (erawati, 2015). with this in mind, the current study examined the students’ perception by considering gender and grades factors. it revealed that gender did not affect students’ perception, but grades did affect it. indeed, counselors are required to provide good counseling services for students and determine appropriate programs in accordance with students’ grades. the findings of this study are in line with the results of previous study by anyanwu, ireri, & kitonga (2019) that students have good perceptions of counselors in individual counseling services. however, their study was done using quantitative approach and did not investigate the differences in perceptions seen from gender aspect. in relation to the findings, it could be said that the students had good perceptions of the counselors’ performance in conducting the individual counseling services proved by the high average of students' perceptions. individual counseling services have an important role in the school guidance and counseling activities so that the services require competent school counselors in performing this counseling. the results of previous studies conclude that students’ perceptions of individual counseling can contribute positive effects for students, namely individual counseling features students to form the attitude of interpersonal relationship, and facilitate psychological helps. as a results, students who experience these issues tend to look for professionals who are able to maintain good interpersonal relationships (anyanwu, ireri, & kitonga, 2019). when students have good perceptions of the counselors’ performance in the individual counseling services, their interest in utilizing this counseling to facilitate self-development and problem solving covering personal, social, study or career matters will increase. therefore, school counselors have high expectations for themselves, students, school and educational system (bridgeland & bruce, 2011). hence, the success of an educational system and students lies in how counselors maximize their competencies in providing an assistance service. it is because the purpose of counseling at school is to improve student’s achievement (asca, 2015). this study is in line with mau, li & hoetmer (2016) who found that practices that school counselors done has been in accordance with the national model and the best practice by asca (2012) that is school counselors are involved in the implementation of counseling services, advocacy, collaboration, and design of service program components activities. the findings also revealed that the individual counseling is conducted by the junior high school counselors in semarang city and regency, although there still found some students having low perceptions of counselors’ competencies in the individual counseling services. this might be be due to the limited time available at school for counselors to provide individual counseling services to students so that not all students can experience individual counseling services. this study is inseparable from the limitations. the first limitation in this study was related to the one unused indicator in the instrument, so the future studies are expected to use other instruments that have high validity and reliability. the second limitation dealt with the closed questions in the instrument that could not deeply discover obstacles in the process of individual counseling. the third was related to the lack of theoretical basis in form of previous studies with the topic of students’ perceptions of counselors’ competencies, and students perception about counselors communication skills: the differences based on gender and grades in junior high schools 90 islamic guidance and counseling journal vol. 3, no. 2, pp. 83-92, july 2020 skills in individual counseling. therefore, the future studies are suggested to conduct studies related to students’ perceptions and satisfactions in the services of individual counseling. the findings of this study contribute implications to school counseling services, especially the individual counseling. they imply that the counselors need to pay attention to the six dimensions of competencies in the provision of individual counseling services, namely listening, and empathy skills, use of suitable counseling techniques in the process of counseling, provision of goal setting and objectives of the individual counseling, having achievements in relation to abilities in providing the individual counseling, having available time and willingness to provide the individual counseling, and provision of actions regarding students’ goals in the individual counseling. conclusions by referring to the data analysis of gender and grades, it can be concluded that the individual counseling conducted by the counselors has been running well, although there were some not optimal perceptions. it was evidenced by the low percentages gained by some dimensions, such as in the availability dimensions which got low perception from the female students and students at the 8th and 9th gradess. it is suggested to the counselors to improve the individual counseling services, specifically to further clarify the counseling goals and how the counseling processes will be carried out so that the counseling process will lead 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(2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: rifani, e., sugiyo, s., & purwanto, e. (2021). the mediation effect of moral disengagement on spiritualreligious attitudes and academic dishonesty among guidance and counseling students. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1147 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the mediation effect of moral disengagement on spiritual-religious attitudes and academic dishonesty among guidance and counseling students endang rifani 1 , sugiyo sugiyo 2 , edy purwanto 2 universitas pgri semarang, indonesia 1 universitas negeri semarang, indonesia 2 endangrifani0@gmail.com* article information: received october 5, 2020 revised november 5, 2020 accepted november 25, 2020 keywords: academic dishonesty; guidance and counseling; spiritual-religious; moral disengagement abstract academic dishonesty is a morality problem that is often found in every level of education. it becomes a concern among guidance and counseling practitioner in the educational context. regarding previous studies, spiritual-religious attitudes and moral disengagement predict individuals’ academic dishonesty. to complete the gap of those studies, the current study investigated the role of moral disengagement to mediate the relationship between spiritual-religious attitudes and academic dishonesty in university students. there were 292 participants from four universities in semarang participated in this study. the authors used a cross-sectional study and utilized google form to collect the data. the authors conducted three analyses, regression-based path analysis, mediation analysis using bias-corrected and bootstrapping. the results showed that there was a direct relationship among all variables, but they're found no mediation effect on moral disengagement. these findings imply the importance of counseling services to preserve students’ morality so they could avoid academic dishonesty. introduction academic dishonesty is a serious academic problem for many countries (ghias, lakho, asim, azam, & saeed, 2014; hensley, kirkpatrick, & burgoon, 2013; jurdi, hage, & chow, 2012; ma, mccabe, & liu, 2013; mwamwenda, 2012; sattler, graeff, & willen, 2013). mccabe and international center of academic integrity have proved it in their study that between 2002 and 2015 of 71,300 undergraduate students, 39% admitted cheating during exams, 62% admitted cheating on their report writing, while 68% did both. these findings clarify the deviations of six fundamental values of academic integrity proposed by the center of academic integrity, including honesty, fairness, trust, respect, responsibility, and courage (fishman, 2013). the deviation might not happen if students had integrity and honesty as obvious characters they must have. the phenomenon of academic dishonesty somehow shares a negative perception on the credibility of the national higher education system and may arise a trust issue towards it (albatch, 2004). it manifests in the form of cheating, plagiarism, violating cooperation, breaking exams rules, and doing manipulation (giluk & postlethwaite, 2015; mccabe, trevino, & butterfield, 2001). surely, it is affected by various factors. balbuena & lamela (2015) mention individuals experience an ethical value dilemma that they admit they cheat and know that cheating is an amoral action, but they keep doing it https://orcid.org/0000-0001-8322-8382 mailto:endangrifani0@gmail.com the mediation effect of moral disengagement on spiritual-religious attitudes and academic dishonesty among guidance and counseling students 34 islamic guidance and counseling journal vol. 4, no. 1, pp. 33-42, january 2021 due to various reasons. in addition, they tend to blame their external situations and conditions. this situation indicates the existence of moral reasoning. stephens (2017) defines moral reasoning as an effort done by individuals to determine the direction of their actions when facing particular situations. the individuals like to externalize guilty by shifting responsibility to mitigating circumstances. social cognitive theory by bandura (1996) calls the above behavior as disengagement of internal control or moral disengagement. it is a condition where individuals can disengage themselves from the consequences of things they have done, but retain their moral standards (feist & fiest, 2009). mccabe (1993) in his study states that responsibility transfer is a common mechanism done in academic dishonesty since he found more than 50% of students rationalize academic dishonesty by shifting responsibility to factors that are outside themselves, such as situational factors. morality is strongly related to spiritual-religious aspect. individuals with good spiritualreligious aspect is automatically able to distinguish the good and bad of every action they perform. there is a mediation effect of moral disengagement on the relationship between religiosity and deviant behavior (cardwell, 2018). he states that moral disengagement successfully contributes to indirect aspect among both variables. cardwell then recommends to explore moral disengagement as a mediator variable of the relationship between spiritualreligious and other deviant behaviors. additionally, detert, treviño, & sweitzer (2008) argue that moral disengagement can be a mediator between positive attitudes and deviant behavior. therefore, purpose of this study was to investigate the role of moral disengagement in mediating the relationship between spiritual-religious and academic dishonesty. moral disengagement is a negative domain which leads individuals to behave immorally, in which one aspect that influences it is the spiritual-religious level (george & jefferson, 2014; marquette, 2011). religiosity affects moral disengagement, so individuals who understand and carry out religious activities faithfully obey the existing regulations which are related to moral values (d‟urso, petruccelli, & pace, 2019). even more, those who have high spiritual-religious values reflected in their actions will have less possibilities to behave amorally. previous studies found individuals who are likely to involve in religious activities have less possibilities to engage academic dishonesty (james, talpade, & haynes, 2011). equal to rettinger & jordan (2005), the high religiosity of students brings them honest behavior in academy. it makes them follow moral principles based on religious beliefs, commit to their jobs and be cooperative in positive performance (murtaza et al, 2016). the higher the individual's attachment to religious activities the stronger their attachment to comply with applicable academic ethics (de soto, tajalli, pino, & smith, 2018). studies have found moral disengagement significantly predicts individuals‟ involvement in academic dishonesty (farnese et al., 2011; yang et al., 2010). for more, recent studies concerning academic dishonesty seen from the perspective of moral done by ampuni, kautsari, maharani, kuswardani, & buwono (2019) found that moral disengagement is the strongest predictor that affects academic dishonesty behavior. when individuals decide to engage academic dishonesty, they morally will disengage themselves to be freed from responsibility as a consequence. the relationship between spiritual-religious attitudes, moral disengagement, and deviant behavior have been examined by cardwell (2018). he found that moral disengagement is able to give mediating effects on the relationship between spiritual-religious attitudes and deviant behavior. he further recommends to conduct a study regarding spirituality, religiosity, moral disengagement, and other deviant behaviors, such as academic dishonesty. the current study realizes this idea. one reason of conducting this topic is the success of moral disengagement role in mediating positive attitudes and unethical behavior by some previous studies rifani, e., sugiyo, s., & purwanto, e. 35 islamic guidance and counseling journal vol. 4, no. 1, pp. 33-42, january 2021 (cardwell, 2018; detert et al., 2008; vincent, emich, & goncalo, 2013). individual involvement in academic dishonesty is included in unethical behavior (stephens, 2019). this research will find out the relationship between spiritual-religious and academic dishonesty through moral disengagement as a mediating variable. this is based on findings from cardwell's (2018) research on the role of moral disengagement in mediating the relationship between spiritual-religious and deviant behavior, then he suggests further researching the role of moral disengagement in mediating the relationship between spiritualreligious and academic dishonesty in different populations. rationale of the current study after conducting a survey related to academic integrity behavior, researchers found problems related to academic dishonesty, moral violations, and low student attachment to spiritual-religious attitudes. then the researcher conducted a review on the results of previous studies related to academic dishonesty, and found factors from involvement in academic deviant behavior, it was found that moral and spiritual-religious factors could influence. so the focus of this research is to find the role of moral disengagement as a variable mediating the relationship between spiritual-religious and academic dishonesty. to do this, this research uses three research scales, namely the moral disengaged scale (bandura, 1996), the centrality of religious scale (huber & huber, 2012), and the academic dishonesty scale (bashir & bala, 2018). hypotheses 1. direct and significant relationship between spiritual-religious attitudes and moral disengagement (h1). 2. direct and significant relationship between spiritual-religious attitudes and academic dishonesty (h2). 3. direct and significant relationship between moral disengagement and academic dishonesty (h3). 4. indirect relationship between spiritual-religious attitudes and academic dishonesty through moral disengagement (h4). methods research design this study used a quantitative approach and a survey method with a cross-sectional design. this study collaborated with the head of the guidance and counseling department at four universities. they were help authors to distribute the scale to guidance and counseling students as the participants. participants this study involved 292 university students, consist of 179 female and 113 male, with an average age 20.6 years and studied in guidance and counseling major at 4 universities located in the city of semarang, central java, indonesia. the participants were invited by using simple random sampling technique. instruments three different scales were used in the data collection process. prior to the distribution, the instrument has passed several adaptation stages, namely 1) forward translation, 2) translation review, decentering, and reconciliation of content, 3) back-translation, 4) commit or team review and further cultural adaptation, and 5) team review and consensus forming. the mediation effect of moral disengagement on spiritual-religious attitudes and academic dishonesty among guidance and counseling students 36 islamic guidance and counseling journal vol. 4, no. 1, pp. 33-42, january 2021 first, the moral disengagement scale (bandura, 1996), consist of 32 items with 5 answer choices 1)strongly disagree, 2) disagree, 3) neutral, 4) agree, 5) strongly agree and showed a good reliability (α = .902). the scale used to measure the level of moral disengagement. the example of its statement item is "sharing exam questions is just a way to help your friends", “looking at a friend‟s homework without permission is just “browwing it”, and “not working very hard in school is really no big deal when you consider that other people are probably cheating”. the second scale is centrality of religious scale designed by huber & huber (2012) to measure the level of spiritual-religious attitudes. the scale has 15 items with 5 answer choices 1) not at all, 2) not very much, 3) moderately, 4) quite a bit, 5) very much so, and showed a good reliability (α = .956) with the example of item “how often do you think about religion?”, “how often do you experience situations in which you have the feeling that god or something divine intervenes in your life?”, and ”how important is to take part in religious services?”. the third scale used was academic dishonesty scale designed by bashir and bala (2018). this scale has 23 items with 5 answer choices 1) strongly agree, 2) agree, 3) neutral, 4) disagree, 5) strongly disagree, and showed a good reliability (α = .966). it was used to measure university students‟ honesty level by using a statement like “during the exam, i try to copy answers from other students”, “i provide false excuses to teacher, to gain extra time on project/assignment”, and “before exam i pay someone to write a paper/homework for me”. all three scales use likert scale from 1-5 answer choices. table 1. demographical information of participants demographical factors n (292) percentage (%) gender female male 179 113 61.3% 38.7% age 17-21 22-27 198 94 67.9% 32.1% occupation status employed unemployed 42 250 14.3% 85.7% college semester 1-3 5-9 93 199 31.8% 68.2% table 2. the results of path analysis (a) of spiritual-religious attitudes and moral disengagement outcome m β se t p llci ulci x (sr) -.3513 .1902 -1.8467 .0658 -.7256 .0231 note: sr = spiritual-religius table 3. the results of path analysis (b) of moral disengagement and path (c) spiritual religious attitudes and academic dishonesty outcome y β se t p llci ulci x (sr) -.3571 .1100 -3.2475 .0013 -.5735 -.1407 m (md) .5536 .0337 16.4045 .0000 .4872 .6201 notes: m = moral disengagement, x = spiritual-religious attitudes table 4. the indirect relationship between spiritual-religious attitudes and academic dishonesty mediated by moral disengagement outcome x on y β bootse bootllci bootulci m (md) -.1945 .1066 -.3931 .0212 note: m = moral disengagement rifani, e., sugiyo, s., & purwanto, e. 37 islamic guidance and counseling journal vol. 4, no. 1, pp. 33-42, january 2021 data analysis regression-based path-analytic framework was employed to determine the relationship among variables, namely dependent and independent variables, dependent and mediator variables, and mediator and dependent variables. upon the determination of relationship, bias corrected, bootstrapping n=500 with the confidential interval of 95% was performed to know the mediating or indirect effects between independent and dependent variables, namely the indirect effects of moral disengagement in mediating the relationship between spiritualreligious attitudes and academic dishonesty. further data analysis was accomplished using spss 25. results and discussion results there were 292 participants in this study, including 179 female students and 113 male students. in details, those whose age ranged from 17-21 years were 198 students, while the 22-27 years amounted to 94 students. of 292 students, there were 42 students active as an employee, while the rest 250 were unemployed. moreover, in terms of semester, the students who were in semester 1-3 were 93 people, and those who were in semester 5-9 were 199 people. the demographical data of participants illustrated in table 1. path (a) presents the relationship between independent variable (spiritual-religious attitudes) and mediator variable (moral disengagement). it obtained the coefficient of (β = .3513 and significance at the level of p < .05). these results implied that spiritual-religious attitudes and moral disengagement had a significant relationship. it was understood that according to the coefficient value, the relationship was negative, yet those variables had a direct relationship. therefore, hypothesis (h1) is accepted. path (b) coefficient shows a direct relationship between variable m and y in table 2 with the coefficient value of (β = .5536 and significance p < .05). these numbers proved no significant relationship between moral disengagement and academic dishonesty. it was because the coefficient value they had was positive, but still, there was a significant relationship between moral disengagement and academic dishonesty so that hypothesis (h3) is accepted. path (c) coefficient which discussed the relationship between variable x and y obtained the coefficient value of (β = -.3571 and significance of p < .05). these results inferred that spiritual-religious attitudes and academic dishonesty had a direct and significant relationship. thus, hypothesis (h2) is accepted. additionally, regarding the value of β = -.3571, spiritualreligious attitudes had a negative relationship with academic dishonesty in which if students‟ spiritual-religious attitudes are high, their academic dishonesty will be low. table 3 presents the results of the test for mediator variable between spiritual-religious attitudes and academic dishonesty through moral disengagement. it obtained β = -.1945, while the confidence interval from bootstrapping resulted (95%) -.3921 and = .0212. since zero is included in the 95% confidence interval, it can be concluded that there found no indirect effect on the relationship between spiritual-religious attitudes and academic dishonesty through moral disengagement, so that the hypothesis (h4) is rejected. the figure 1. describing the results of data processing by 4 process template model (hayes, 2013) and the relationship between variables appeared in path (a), path (b), path (c), and outcome y. discussion this study attempted to determine the role of moral disengagement in mediating the relationship between spiritual-religious attitudes and academic dishonesty. according to the data in path (a), spiritual-religious attitudes had a negative relationship with moral the mediation effect of moral disengagement on spiritual-religious attitudes and academic dishonesty among guidance and counseling students 38 islamic guidance and counseling journal vol. 4, no. 1, pp. 33-42, january 2021 disengagement, meaning that students with high spiritual-religious had low moral disengagement, and vice versa. this finding is in line with a study by nolan (2014) that individuals with high spiritual-religious attitudes significantly have a negative relationship with moral disengagement. by having this state, the individuals are able to regulate themselves to act properly as reflected in their behavior or in other words, they behave morally so that there is no chance for moral disengagement to occur. path (b) analysis which shows the relationship between moral disengagement and academic dishonesty revealed that moral disengagement significantly had a positive relationship with academic dishonesty, indicating that students with high moral disengagement would possibly have a high chance to involve in academic dishonesty. this is supported by a study of farnese, tramontano, fida, & paciello (2011) which concludes that moral disengagement significantly predicts individuals‟ involvement in academic dishonesty. in this way, the findings of this study strengthen the fact that academic dishonesty deals with morality that in terms of moral disengagement, students will tend to disengage their responsibility for what they have done by blaming anything outside of themselves as the cause of involvement in academic dishonesty. the aforementioned explanation assures that individuals who are involved in academic dishonesty realize that what they have done contradicts to norms, but they keep doing it because of internal and external stimuli which in turn would make them feel discomfort, such as by saying “it was not only me who cheated during the exams. my friends did it, too.” path (c) analysis confirmed that there was a relationship between spiritual-religious attitudes and academic dishonesty that according to the results, there found a direct and significant relationship between them. it is in accordance with a study by khan et al. (2019) which found that spiritual-religious attitudes are predictors of students‟ academic dishonesty. if students have high spiritual-religious attitudes, they will avoid academic dishonesty, commit to their works, and be cooperative in their performance. table 4 showed that moral disengagement could not mediate the relationship between spiritual-religious attitudes and academic dishonesty. apparently, these findings contradict to another study which states that moral disengagement is able to mediate the relationship of those variables (cardwell, 2018; detert et al., 2008; vincent et al., 2013). there are several concepts which can answer the reason why moral disengagement cannot perform a mediated effect. first, bandura (2002) does not consider moral disengagement as a belief system or value since individuals morally disengage it because of situational persuasion. second, nolan (2014) found that individuals with higher religious intellectuality own a high tendency to perform moral disengagement. apart from the practical contribution, this study provides a novelty in guidance and counseling field since it investigated some recommendations suggested by previous researchers. first, this study involved guidance and counseling students figure 1. data processing results and 4 process template model (hayes, 2013) m y c a = -. 3513 b = .5536 c‟= -.1945 em c = -.3571 rifani, e., sugiyo, s., & purwanto, e. 39 islamic guidance and counseling journal vol. 4, no. 1, pp. 33-42, january 2021 as suggested by küçüktepe (2011) who researched guidance and counseling psychology students in marmara university who experienced academic dishonesty. second, the findings of this investigation were based on the perspective of counselors candidates. it is in line with the suggestion from mchaney, cronan, & douglas (2016) who argue that one of the things that can play a role in addressing the problem of violations of academic integrity, particularly academic dishonesty is the provision of counseling services for students at risk. this theory is supported by american counseling association code of ethics (2014) stated that professional counselors do not commit plagiarism. therefore, the involvement of counselors in counseling services are significant to academic problems in higher education. academic dishonesty, spiritual-religious attitudes, and moral disengagement are crucial issues, and this study reveals that students are still involved in academic dishonesty and commit moral disengagement. it is the counselor's realm to help individuals nurture development in social, learning, and personal contexts (awalya et al., 2020). to overcome this, the provision of guidance and counseling services is expected to have a positive influence on student learning so that they can behave in accordance with the code of ethics applied at the university. limitations and suggestions even though the researchers obtained some advantageous findings, this study is inseparable from limitations. first, it did not reveal the background of students‟ spiritualreligious attitudes so that the findings on this variable is general and not focused on diverse students‟ background. second, this study is limited in respondents‟ involvement. as a result, the future studies are suggested to involve more respondents and further investigate the relationship between spiritual-religious attitudes, moral disengagement, and academic dishonesty, especially the role of moral disengagement as a mediator variable. also, there is a need to add other variables which support this exploration. implications this research has implications for guidance and counseling, especially in counseling services in universities. the data from this study came from student respondents with guidance and counseling. considering the impact of the dishonesty academy case, which is a matter of morality, it implies that it is important to provide counseling services in higher education as a means for the welfare of students in relation to daily effective life and morality. naser (2019) states that the role of the counselor in strengthening moral values can be done by integrating religiosity in the implementation of guidance and counseling itself. another important thing is that integrating spiritual-religious values in counseling helps the counselee feel more accepted. the main duties and functions of guidance and counseling services cover aspects of the chair which are able to provide effective daily life, including in the spiritual-religious realm. supriyanto (2016) found that guidance and counseling have a role to facilitate students in the process of increasing spiritual-religious competence. added by rianita, trisnawati, & nopiyani (2020) found that providing guidance and counseling services with spiritual motivation can increase motivation and learning outcomes in students. conclusions this study analyzed the relationship between spiritual-religious attitudes and academic dishonesty through the role of moral disengagement as a mediator variable on guidance and counseling department students in the city of semarang, central java, indonesia. it confirms a significant relationship between spiritual-religious attitudes and academic dishonesty without a mediator variable, high moral disengagement is in line with high academic the mediation effect of moral disengagement on spiritual-religious attitudes and academic dishonesty among guidance and counseling students 40 islamic guidance and counseling journal vol. 4, no. 1, pp. 33-42, january 2021 dishonesty, and significant relationship between spiritual-religious attitudes and moral disengagement. within these results, the researchers found that moral disengagement cannot mediate the relationship between spiritual-religious attitudes and academic dishonesty. however, all those three variables have a significant relationship. at last, the limitations of this study lie on the absence of a control variable which can neutralize data, so the future studies are recommended to add a control variable in the process of analysis, such as the variable of age or gender. acknowledgements the author expresses their sincere thanks to mulawarman, ph.d, sunawan, ph.d, and dr. awalya for the supervision of study. dr. edy purwanto from universitas negeri semarang, ema hidayanti from uin walisongo, heri saptadi s.pd., m.pd., kons from universitas pgri semarang, and elfi rimayati, m.pd from universitas ivet semarang. author contributions statement er designs study implementation data collection, and interventions at the study location. sg and ep provide direction as well as assisting in the preparation of study designs and supervision during the study conducted. references albatch, p. g. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1002/pad https://doi.org/10.1080/00221546.2001.11778863 https://aisel.aisnet.org/jise/vol27/iss3/1 https://doi.org/10.1007/s10551-014-2396-0 https://doi.org/10.1007/s10551-014-2396-0 https://doi.org/10.1080/18146627.2012.742670 https://e.journal.iainbengkulu.ac.id/index.php/syiar/article/view/2263 https://esource.dbs.ie/handle/10788/1974 https://doi.org/10.1207/s15327019eb1502_2 https://e.journal.undiksha.ac.id/index.php/mi/article/view/28312 https://doi.org/10.1080/01639625.2012.735909 https://doi.org/10.1080/00405841.2017.1283571 https://doi.org/10.1080/00091383.2019.1618140 https://doi.org/10.26638/jfk.131.2099 https://doi.org/10.1177/0956797612458806 http://www.devpsy.com.cn/en/y2010/v26/i4/364 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: nugraha, y., awalya, a., & mulawarman, m. (2021). predicting video game addiction: the effects of composite regulatory focus and interpersonal competence among indonesian teenagers during covid-19 pandemic. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1199 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung predicting video game addiction: the effects of composite regulatory focus and interpersonal competence among indonesian teenagers during covid-19 pandemic yudhi purwa nugraha 1 *, awalya awalya 2 , mulawarman mulawarman 2 universitas sebelas maret, indonesia 1 universitas negeri semarang, indonesia 2 yudhi.purwa@student.uns.ac.id 1 * article information: received november 15, 2020 revised december 10, 2020 accepted january 13, 2021 keywords: addiction; covid-19; interpersonal competence; regulatory focus theory; video game abstract video game addiction is recognized as a mental health problem caused by uncontrolled access to video gaming platforms. proper assistance and counseling programs based on the addiction causing factors are required to reduce the tendencies of video game addiction. the study aims to identify the correlation between regulatory focus theory and interpersonal competence towards the tendencies of video game addiction. the study is a type of cross-sectional research with the adapted psychological scales. a total of 136 teenagers, consisting of 86 males and 50 females participated in the survey of self-reported video game addiction. the data were analyzed using multiple regression analysis. the findings revealed that regulatory focus and interpersonal competence simultaneously had a significant effect on the tendencies of video game addiction behavior. the findings of the study can provide the basis to provide proper assistance services, in an attempt to reduce the tendencies of video game addiction among teenagers. introduction video game addiction is defined as the realization of negative effects that trigger an individual to play game in a lot of frequencies and long duration so that in the long run, the individual’s emotion and identity will get affected (adiningtiyas, 2017; dailey et al., 2020; griffiths, 2010; lemmens et al., 2009). video game addiction case was firstly reported in 1980 and is increasing until now (griffiths et al., 2012; soper & miller, 1983). the results of a survey on adolescents aged 14-17 years in europe show that as much as 1.6% of adolescents was reported experiencing internet gaming disorder (igd), and 5.1% experienced video game addiction (müller et al., 2015). similarly, in indonesia, more than 10% of adolescents at junior high school and senior high school levels were reported experiencing video game addiction (jap et al., 2013). the reported individuals were identified based on the criteria of salience, tolerance, mood modification, withdrawal, relapse, conflict, and problem (griffiths, 2010; lemmens et al., 2009). it was also reported that video game addiction cases are increasing during covid-19 pandemic (amin et al., 2020; sun et al., 2020). however, there has been no information about the increase of video game addiction by senior high school students during covid-19 pandemic. https://orcid.org/0000-0002-4865-0227 https://orcid.org/0000-0002-6150-6027 mailto:yudhi.purwa@student.uns.ac.id predicting video game addiction: the effects of composite regulatory focus and interpersonal competence among indonesian teenagers during covid-19 pandemic 68 islamic guidance and counseling journal vol. 4, no. 1, pp. 67-77, january 2021 the absence of control towards the access of video gaming activities by children may trigger their aggressiveness, anxiety, impulsivity, and decreasing academic achievements (hui et al., 2019; kim & kim, 2015; simcharoen et al., 2018). the shift in children’s behavior signifies the symptom of mental health issues due to video game addiction (stockdale & coyne, 2018). the case should be distinctively and comprehensively regarded in line with its behavioral causing factors (paulus et al., 2018; zajac et al., 2017, 2020). the efforts aim to reveal the causing variables of video game addiction cases, as the basis to arrange proper counseling programs. in terms of psychosocial perspective, loneliness is the start of video game addiction because it can be a reason by individuals to fulfil social interaction needs (bhagat et al., 2019; i̇skender, 2018; simcharoen et al., 2018). with regards to the notion, asean countries, especially indonesia also consider interpersonal competence as part of the development (lee & kim, 2016; sari, 2018; thomas, 2018). sugaya et al. (2019) mentioned that poor interpersonal competence in the pattern of parents-children relationship might increase the tendencies of video game addiction. interpersonal competence is the individual ability to express certain feelings and ideas, in addition to receive and offer particular situational responses verbally and non-verbally (agustiyana & awalya, 2016; bhagat et al., 2019; buhrmester et al., 1988; sari, 2018). individuals with video game addiction tend to deny the negative impacts of their behavior (greenfield, 2018; kim, 2013). previous studies revealed different findings regarding interpersonal competence. chen et al. (2018) stated that users with high interpersonal competence utilized video games to maintain their interpersonal relations in real life. the interpersonal relations established through video gaming activities lead the users to be more frequently getting involved (hussain et al., 2012). however, individuals with low interpersonal competence tend to use video games as the fulfillment of their social interaction (dailey et al., 2020). based on the notion, teenagers with social anxiety and deterrence tend to get addicted to video gaming activities (kim et al., 2017). the correlation between interpersonal competence and video game addiction among teenagers during the pandemic is considered interesting for research. previous studies have offered new insights to identify a number of factors that motivated individuals to get themselves involved in video gaming (bhagat et al., 2019; lee et al., 2019) based on the regulatory focus theory (rtf) (higgins, 1997). rtf defines that every individual possesses a self-regulatory system that consists of promotion focus and prevention focus (crowe & higgins, 1997; higgins, 1997). the theory explains that users with video game addiction are motivated by their self-regulatory system that affects their behavior and decision-making (debanne et al., 2014; higgins et al., 2019). the regulatory focus mechanism significantly relates to the striatum ventral (the part of the brain that coordinates the reward mechanism system) that regulates the individual motivation to achieve certain goals (scult et al., 2017). video game players with high promotion focus tend to expect to achieve their goals by ignoring any possible consequences (guo & spina, 2015; lee et al., 2013). on the other hand, gamers with prevention focus tend to be aware, avoid losses, and aim at the final goals (debanne et al., 2014; fuglestad et al., 2013). ho et al. (2011) revealed that a number of players utilized video games to escape from particular problems and make their new roles in a different ecosystem. lee et al. (2019) even highlighted that solitariness had nothing to do with low interpersonal competence. it is more likely triggered by excessive prevention focus, as part of the causing factors of the decreasing interpersonal competence (i̇skender, 2018; lee et al., 2019). according to winterheld & simpson (2016), individuals with excessive prevention focus would rather maintain sound social interaction and posit themselves as the supporters of the interaction within a particular social environment. the utilization of video games as social nugraha, y., awalya, a., & mulawarman, m. 69 islamic guidance and counseling journal vol. 4, no. 1, pp. 67-77, january 2021 interaction media leads to frequent access that causes addiction (kim et al., 2017; wang et al., 2019). social support based on the condition of certain regulatory focus will encourage positivity and empowerment (fransen & hoeven, 2013). the current research aims to identify the correlation between regulatory focus and interpersonal competence towards the tendencies of video game addiction among teenagers during the covid-19 pandemic. rationale of the current study following the survey regarding the utilization of smartphones by teenagers in ngawi district, indonesia, the researchers found out a number of issues pertaining to internet utilization that led to the tendencies of video game addiction. based on the previous study, a number of factors regarding interpersonal competence and motivation (regulatory focus) did affect the tendencies. therefore, the current research aimed to reveal the correlation between interpersonal competence and regulatory focus towards video game addiction cases among teenagers. with regards to the issue, the researchers utilized three psychological scales, including the gaming addiction scale (lemmens et al. 2009), composite regulatory focus scale (haws et al., 2010), and interpersonal competence questionnaire (buhrmester et al., 1988). hypotheses 1. regulatory focus and interpersonal competence simultaneously affect the tendencies of video game addiction among teenagers during the covid-19 pandemic. 2. regulatory focus affects the tendencies of video game addiction among teenagers during the covid-19 pandemic. 3. interpersonal competence affects the tendencies of video game addiction among teenagers during the covid-19 pandemic. methods research design the current research implemented a quantitative approach through a cross-sectional design survey. the researchers collaborated with a number of school principals in ngawi district, indonesia. they assigned counseling teachers in their respective schools to distribute the link of research scales to their students. participants the study involved 1,046 senior high school students in ngawi district, indonesia. by referring to brunborg et al. (2015), the study revealed that 136 students showed symptoms of video game addiction in the category of problematic and addicted. the demographic distribution of those students consisted of 86 males and 50 females aged around 16.02 years. based on the characteristics of regulatory focus, 93 teenagers possessed the characteristics of promotion focus, while 43 showed prevention focus. with regards to interpersonal competence, 77 teenagers possessed high interpersonal competence, while 59 had low interpersonal competence. instruments the study utilized three adjusted psychological scales. the adjustment process of the instruments referred to the procedures developed by lenz et al. (2017). the first instrument is the seven-item gaming addiction scale (gas) developed by lemmens et al. (2009) to measure the tendencies of self-reported video game addiction. it consisted of seven questions equipped with a five-point likert scale, ranging from never (1) to very often (5), e.g., “pernahkah anda berpikir untuk bermain game sepanjang hari?” and “apakah anda predicting video game addiction: the effects of composite regulatory focus and interpersonal competence among indonesian teenagers during covid-19 pandemic 70 islamic guidance and counseling journal vol. 4, no. 1, pp. 67-77, january 2021 bertengkar dengan orang lain (seperti; keluarga, teman) tentang waktu yang anda habiskan untuk bermain game?”. the reliability test used cronbach’s α = .86 (lemmens et al., 2009); cronbach's α = .68 to .82 for the samples in indonesia (ulkhaq et al., 2018). the result of the reliability test generated cronbach's α = .80. the students’ addiction to video gaming activities was identified based on the criteria developed by brunborg et al. (2015) and lin et al. (2019). secondly, the composite regulatory focus scale (crfs) developed by haws et al. (2010) was applied to measure the self-reported regulatory focus. the scale consisted of ten questions equipped with a seven-point of likert scale, ranging from totally unsuitable with me (1) to totally suitable with me (7), e.g., “saya merasa sudah membuat kemajuan untuk menuju kesuksesan dalam hidup” and “saya khawatir membuat kesalahan”. the reliability test used cronbach's α = .79 for the promotion focus and cronbach's α = .74 for the prevention focus (haws et al., 2010); cronbach’s α = .74 for the promotion focus and cronbach’s α = .68 for the prevention focus (naletelich & spears, 2020). the study generated prevention focus cronbach’s α = .65 and promotion focus cronbach’s α = .65. the students were identified based on the larger value between the promotion focus and prevention focus. thirdly, the study utilized the interpersonal competence questionnaire (icq) that was developed by buhrmester et al. (1988) and revised in 1992. the scale consisted of 40 questions equipped with a five-point likert scale, ranging from very poor (1) to very agile (5), e.g., “seberapa baik saudara dalam membuat orang untuk mengikuti apa yang saudara inginkan?” and “seberapa baik saudara dalam menyuarakan keinginan dan pendapat?”. the reliability test used cronbach’s α = .77 (negative response) to .86 (support and emotional initiative) (buhrmester et al., 1988), in addition to cronbach’s α = .91 (lee et al., 2019). the test generated cronbach’s α = .94. the responses of the students indicated their interpersonal competence. procedures the data collection was conducted from 31 august to 10 september 2020 during the covid-19 pandemic. it was around six months after the confirmation of the first infection case in indonesia (detik.com, 2020). the research instruments were designed using google form and distributed by a number of counseling teachers to the students. around 1,046 students participated in the online survey. the data of the respondents’ responses were compiled in google sheet. the respondents were classified based on the categories of their addiction according to brunborg et al. (2015), ranging from problematic to addicted. following the classification, the study applied multiple linear regression analysis using ibm spss to test the hypotheses. data analysis the data analysis implemented a multiple linear regression to explore the correlation between variables, including the dependent and independent variables. it utilized ibm spss. results and discussion results the instruments were distributed through a google form link to the senior high school students in ngawi district, indonesia through the assistance of the counseling teachers. the survey was held from 31 august to 10 september 2020. the description of the tendencies of video game addiction among the teenagers in ngawi district is presented in table 1. a total of 1,046 teenagers aged around 14 to 19 years that consisted of 400 males and 646 females stated their consent to participate in this study. brunborg et al. (2015) classified the tendencies of video game addiction into four categories. a total of 136 teenagers (13%) nugraha, y., awalya, a., & mulawarman, m. 71 islamic guidance and counseling journal vol. 4, no. 1, pp. 67-77, january 2021 showed the tendencies of video game addiction in two categories, including problematic and addicted. they consisted of 86 males and 50 females. the average score of the problematic and addicted category generated m = 19.404 and sd = 3.40. regarding the video game addiction based on the characteristics of regulatory focus with the problematic and addicted category, 93 teenagers (68.4%) possessed promotion focus, while 43 teenagers (31.6%) tended to have prevention focus. the average score of the regulatory focus of the teenagers with problematic and addicted category generated m= 51.15 and sd = 6.51. regarding the interpersonal competence, 77 teenagers (56.6%) possessed high interpersonal competence, while 59 (43.4%) possessed low interpersonal competence. the average score of their interpersonal competence in the problematic and addicted category was m = 124.56 and sd = 19.71. proceeding the analysis, a multiple linear regression model was applied to identify the correlation between regulatory focus and interpersonal competence towards the tendencies of video game addiction among teenagers within the problematic and addicted category. the hypotheses were examined and stated eligible to be followed up with multiple linear regression analysis. the multiple linear regression results (table 3) confirmed that regulatory focus and interpersonal competence were the predictors of the tendencies of video game addiction among teenagers. the correlation of the variances was 4.5% with f (2.133) = 3.348 and p > .05. meanwhile, the regulatory focus significantly contributed to the model (b = -.100 and p < .05). on the other hand, personal competence insignificantly contributed to the model (b = .008 and p = .633). table 1. participants demographical information (n = 136) variables f m sd % teenagers with tendencies of video game addiction 136 19.404 3.400 100 category (problematic) 120 88.2 category (addicted) 16 11,8 14 to 19 years old 136 16.029 .698 100 gender male 86 63.2 male 50 36.8 regulatory focus 136 51.147 6.506 100 promotion focus 93 68.4 prevention focus 43 31.6 interpersonal competence 136 124.551 19.713 100 high 77 56.6 low 59 43.4 table 2. model summary model r r square adjusted r square std. error of the estimate f change df1 df2 p 1 .212 a .045 .031 3.348 3.140 2 133 .046 note: predictors = (constant), interpersonal competence, regulatory focus dependent variable = tendencies of video game addiction table 3. coefficients variables unstandardized coefficients standardized coefficients t p b std. error beta (constant) 25.472 10.162 .000 regulatory focus -.100 .048 -.192 -2.091 .038 interpersonal competence -.008 .016 -.004 -.478 .633 note: dependent variable = tendencies of video game addiction predicting video game addiction: the effects of composite regulatory focus and interpersonal competence among indonesian teenagers during covid-19 pandemic 72 islamic guidance and counseling journal vol. 4, no. 1, pp. 67-77, january 2021 discussion the survey on the video game addiction in ngawi district, indonesia revealed that 13% of the teenagers tended to experience addiction in the problematic and addicted category. during the pandemic, the video game addiction cases increased by 2.85%, compared to the initial report that was only 10.15% (detik.com, 2020; jap et al., 2013). a similar increase was also reported by china and the uk (nicola et al., 2020; sun et al., 2020). the social restrictions and lockdown policies implemented by the indonesian government have hindered the public daily activities. therefore, video gaming activities appeared as the solution (király et al., 2020; marston & kowert, 2020). for a number of players, such a condition is an opportunity to be more frequently active on the gaming platforms. they were engaged in gaming and unconsciously inclined to the video game addiction (amin et al., 2020). based on the first hypothesis, regulatory focus and interpersonal competence simultaneously affected the tendencies of video game addiction among teenagers. regarding the previous study, teenagers with low prevention focus and low interpersonal competence tended to experience solitariness, which was recognized as the indication of video game addiction (lee et al., 2019). players that related their self-identities and video gaming activities were prone to get addicted (dailey et al., 2020). distinctively from lee et al. (2019), the current study revealed that regulatory focus significantly encouraged the players to get involved more in video gaming. they were motivated to maintain their achievements (choi, 2020). players with promotion focus were mostly motivated to achieve their goals, such as reaching the upper levels. meanwhile, players with prevention focus generally used video games as the mechanism to avoid losses (guo & spina, 2015; lee et al., 2013). in the end, self-involvement in more frequent video gaming activities led to the negative impacts that tended to the addiction (king & delfabbro, 2014; lam, 2014; şalvarlı & griffiths, 2019; van rooij et al., 2011). limitations and suggestions the current study has several limitations, including the absence of video game classification (online or offline). furthermore, it was only performed in ngawi region by involving the teenagers as the samples. further studies are suggested to use a larger number of samples from various regions in indonesia. an experimental research to reduce the tendencies of video game addiction in terms of regulatory focus and interpersonal competence is also recommended. implications the study has provided additional information regarding the effects of regulatory focus and interpersonal competence on the tendencies of video game addiction. the findings of the study can provide the basis to provide proper assistance services, in an attempt to reduce the tendencies of video game addiction among teenagers. conclusion the survey revealed the increasing tendencies of video game addiction among teenagers in indonesia during the covid-19 pandemic. both regulatory focus and interpersonal competence simultaneously affected the tendencies of addiction. teenagers with promotion focus and prevention focus tended to use video games to achieve their ultimate goals that eventually led to addictive behavior. the findings of the study can serve as the basis to develop proper counseling services, in an attempt to reduce the tendencies of video game addiction. further studies are suggested to involve a larger number of samples in various regions in indonesia. the initiative of an experimental research to reduce the tendencies of nugraha, y., awalya, a., & mulawarman, m. 73 islamic guidance and counseling journal vol. 4, no. 1, pp. 67-77, january 2021 video game addiction in terms of regulatory focus and interpersonal competence is also recommended. acknowledgment the authors express their gratitude to the counseling teachers and senior high school students in ngawi district, indonesia that have participated in the study. the authors also thank all parties that generously support the objectives of the study. author contributions statement yd was in charge of designing the research and collecting the data. meanwhile, aw and mn provided guidance and supervision during the research. references adiningtiyas, s. w. 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(2022). standardization of taqwa (piety) scale for muslims: an exploratory study. islamic guidance and counseling journal, 5(1), 30-39. https://doi.org/10.25217/igcj.v5i1.1662 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung standardization of taqwa (piety) scale for muslims: an exploratory study fauzia nazam1*, akbar husain1, mubashir gull2 1aligarh muslim university, india 2akal university, india nazamfauzia@gmail.com* article information: received july 10, 2021 revised august 15, 2021 accepted march 8, 2022 keywords: islamic piety; muslims; taqwa scale abstract taqwa (piety) is a construct in islamic psychology. it correlates with a large number of behavior such as sustainable capacity building, islamic leadership, employees’ happiness, and workplace deviance. but the earlier studies have failed to capture the assessment of taqwa from the qur’anic perspective. in the present study, an attempt is made to standardize a taqwa scale. in the first phase, a pool of 30 items was generated for each of the three domains of the construct (faith in god, love for god, and fear of god), and subject matter experts judge the items’ content for the relevance, clarity, and simplicity on a 4 point likert rating scale. item content validity index and interrater reliability of each item were calculated. in the final version, 28 items remained content valid. a total of 229 muslim students purposively drawn, completed the measure. the mean age of the participants was 22.66 (sd= 1.84). the taqwa scale consisted of twelve items with 6 point-likert rating scale. exploratory factor analysis yielded three factors, namely, faith in god (7 items), love for god (3 items), and fear of god (2 items). content validity, inter-rater reliability, factorial validity, composite reliability, and construct validity provide strong evidence of the reliability and validity of the taqwa scale. introduction in islam, taqwa (piety) is a symbol of virtuous character of human kind that denotes “waqa”, human instinct to guard against harmful. it is cardinal virtue of faith, fear of almighty, the love for greatness of almighty (aabed, 2006; zubair, 2010), and innerconsciousness of a person towards allah (rahman & shah, 2015; khan et al., 2010). it relates to moral development of human kind and gives a sense of guilt and regret when the person commits sin and is the fear that constrains a person from sinning when nobody familiar is around (jabeen, 2018). taqwa has also been conceptualized as a state rather than virtue or trait of islamic personality, a state of highest human’s spiritual closeness to god (triyuwono, 2016). taqwa: concept and definitions taqwa is an arabic word which generally implies righteousness of the fear of allah. the arabic meaning of taqwa is self-defence and avoidance (yusof et al., 2013). taqwa is the major attribute of islam and can be defined as “god’s consciousness” (maham & bhatti, 2019). furthermore, it refers to volition with god in mind for daily activities, ranging from fear to awe to mindful awareness (robinson-bertoni, 2017). some of the notable definitions https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v5i1.1662 https://orcid.org/0000-0002-7034-3047 https://orcid.org/0000-0003-2181-9528 https://orcid.org/0000-0003-2907-7119 mailto:nazamfauzia@gmail.com standardization of taqwa (piety) scale for muslims: an exploratory study 30 islamic guidance and counseling journal vol. 5, no. 1, pp. 30-39, january 2022 by islamic scholars are given below in terms of the three (fear of allah, faith in allah, and love for allah) qur’anic aspects of taqwa. hamid (2003), in defining taqwa is fear for allah, stated that it refers primarily to the strength of one’s soul in its relationship to god as indicated by one’s instinctive fears of god to the extent that one is afraid of committing. in addition, mohammad et al. (2015) stated taqwa is the inner consciousness and fear of one’s duty and accountability towards allah. maham & bhatti (2019) found meaning for this term that is avoidance of allah's punishment by following his commands and avoiding what is forbidden. the heart’s state of consciousness of the presence of allah and anticipating his acceptance while keeping away from doing wrong in fear of his punishment. maham & bhatti (2019), defining taqwa is faith in allah, denotes that a believer’s strict observance of the commandments of the shariah (islamic laws) and divine laws of nature and life. according to ahmad & khan (2016), taqwa is an essential element in islamic spirituality and the aim of the islamic belief system and is rooted firmly in the islamic creed of absolute monotheism. lastly, love for allah emphasis on piety in human life creates an ever-deepening awareness of the perpetual presence of god. allah loveth the beneficient (3: 134). hassan (2005) has theorized taqwa on the ground of ideological, ritualistic, experiential, intellectual, and consequential dimension of religion given by stark and globe (1968). he conceptualized muslim piety on the basis of five dimensions where ideological dimension referred to as belief in allah, belief in qur’anic miracles, belief in life after death, belief in the existence of devils, and belief that only those who believe in prophet mohammad (pbuh) can go to heaven. the ritualistic dimension of muslim piety referred to as “salat (daily prayers) and wudhu (the cleansing of face and feel prior to performing the prayers); the devotional dimension referred as consulting qur’an to make daily decisions and private prayer; the experiential dimension referred to as feeling of being in the presence of allah; a feeling of being punished by allah for some wrong done; a feeling of being tempted by the devil; the consequential dimension referred to as understanding the warranting beliefs about the existence of allah. another theory is virtue ethics theory, propounded by aristotle (350 bce) (ross & brown, 2009). according to this theory what is right and wrong is based on specific trait and virtue every person must follow (al-aidaros & shamsudin, 2013). virtue theory emphasize on character rather than action, good person rather than good action (lavan & matrin, 2008). self-control or self-restrain is one out of seven virtues suggested by aristotle in this theory (rachels & rachels, 1993). in islam, taqwa is also a virtue that relates to self-restrain from wrongdoing because of fear of almighty (hassan, 2005; jabeen, 2018). the measurement theories of islamic religiosity have given different explanations. according to krauss et al. (2005) the concept of taqwa represents islamic religiosity which is a multidimensional construct that represents knowledge (ilm), belief (iman), practice (amal), consequences (natajah), and realization of excellence (ihsan). empirical studies few studies have examined the association of taqwa with employees’ happiness (maham & bhatti, 2019), sustainable capacity building (sarif, 2016), business leadership effectiveness (sulaiman et al., 2015), workplace deviance (bhatti et al., 2015) and islamic leadership (aabed, 2006; mohammad et al., 2015). some of these studies have examined taqwa as a trait of muttaqqeen (those who attain taqwa) and have made an attempt to conceptualize it as a bicomponential construct namely, islamic spirituality and islamic social responsibility (kamil et al., 2010). hassan (2005) has taken into consideration the universal nature of piety and advocated that it is found in all religions as common. khwajah (2012) has conceptualized taqwa both in terms of fear of god, adoration of the creator, and values like nazam, f., husain, a., & gull, m. 31 islamic guidance and counseling journal vol. 5, no. 1, pp. 30-39, january 2022 empathy, equity, kindness, forgiveness, generosity, reverence for parents, mutual respect and fidelity to spouse, patience, and contentment, self-control, humility, and quest for egotranscendence. therefore, it seems that there is a of lack cohesion within the literature of taqwa. one probable reason is adoption of different methodology. those who adopted the social constructivist approach used interview as a method to highlight the dimensions of taqwa. they identified obedience and ethics as the underlying dimensions of taqwa through participants’ interview (kamil et al., 2010). therefore, it is needed to adopt the systematic qura’nic theory of tawqa which outlines the three aspects of it namely fear of allah, faith in allah and love for allah. taqwa: a qur’anic perspective taqwa is defined in the qur’an as the whole pursuit of virtue and avoidance of disvirtue in general (dar, 1963). people with taqwa are self-controlled people who let the law of god rule them. taqwa is dependent on and is the result of faith in god and adoration of him (2: 21). according to the qur’an, taqwa has three dimensions; faith in god, love for god and fear of god. emphasis on piety in human life creates an ever-deepening awareness of the perpetual presence of god. the presence of taqwa in people saves them from destruction (27: 53; 41: 18), helps them maintain god’s command in conjugal life (4: 129), in social life (2: 177), and assists them in faithfully fulfilling social obligation (25: 63; 25: 74). the motive of people with taqwa is not self-interest, but seeking of good for its own sake (2: 272), for which they may even sacrifice their lives (2: 207). the aim of such people is mainly a desire to increase self-purification without any idea of winning favor from any expecting any reward what so ever (92: 18; 2: 21). the three components of the construct fear, faith and love for allah is found in many versus of the holy qur’an (9: 109; 4: 59; 2: 282; 3: 175; 5: 8; 7: 96; 65: 2-4) research gap and rationale of the study thus, it can be concluded that the literature on islamic perspective to taqwa appears to show an increasingly complex interpretation of the construct owing to the difference in the scholar’s approach (kamil et al., 2010; hassan, 2005). furthermore, none of these scholars empirically examined the theoretical structure of taqwa explained in the holy qur’an (maham & bhatti, 2019; kamil et al., 2010). objective the present study aimed at standardizing taqwa scale from qur’anic perspective by using an empirical approach. methods items writing and content validity initially 30 items representing the construct were pooled by cogitating the meaning and components of taqwa as explained in qur’an in terms of faith in god, love for god and fear of god. after writing the items of scale, subject matter experts were approached who were representing to different countries and were well-versed with the qur’anic perspective. ten subject matter experts were asked to read the items and judge the content, they were four experts working in the area of islamic psychology belonging to uae, usa, and india. in addition, six professors teaching in the centre of qur’anic studies and department of islamic studies, in india were taken as subject matter experts. at the first step to content validity, experts’ proposed words which reflect the content more appropriately, were incorporated and then the corrected version of the scale was sent back to them to judge the content validity of standardization of taqwa (piety) scale for muslims: an exploratory study 32 islamic guidance and counseling journal vol. 5, no. 1, pp. 30-39, january 2022 each item in terms of item’s relevance, clarity and simplicity on a 4-point likert rating scale given in table 1. table 1. showing the scales for rating items relevance clarity simplicity 1 [not relevant] 2 [item needs some revision] 3 [relevant but needs minor revision] 4 [very relevant] 1 [not clear] 2 [item needs some revision] 3 [clear but needs minor revision] 4 [very clear] 1 [doubtful] 2 [item needs some revision] 3 [simple but needs minor revision] 4 [very simple] item-content validity index (i-cvi) i-cvi of each item was calculated by adding the number of those experts who judged the particular items as relevant (rating 3 or 4) and dividing the value by the total number of experts technically known as universal agreement method (polite et al., 2007). the value of i-cvi basically reflects the proportion of agreement among the experts regarding the relevance, clarity, and simplicity of the scale items measuring the theoretical construct and its value range between zero to one (lynn, 1986; waltz & bausell, 1981). in this study, the evaluation criteria for interpreting the value of i-cvi using zamanzadeh (2015) suggestions, range from 0 to 1 where i-cvi > .79, the item is relevant, between .70 and .79, the item needs table 2. itemlevel content validity index (i-cvi) and the modified kappa for agreement of relevance (k*) of taqwa scale item relevance (rating 3 or 4) not relevant (rating 1 or 2) i-cvis k* 1 8 2 .80 .79 2 7 3 .70 .68 3 9 1 .90 .90 4 8 2 .80 .79 5 10 0 1 1 6 9 1 .90 .90 7 8 2 .80 .79 8 9 1 .90 .90 9 10 1 1 1 10 9 1 .90 .90 11 7 3 .70 .68 12 9 1 .90 .90 13 6 4 .60 .55 14 10 0 1 1 15 8 2 .80 .79 16 7 3 .70 .68 17 8 2 .80 .79 18 9 1 .90 .90 19 8 2 .80 .79 20 9 1 .90 .90 21 7 3 .70 .68 22 8 2 .80 .79 23 8 2 .80 .79 24 8 2 .80 .79 25 8 2 .80 .79 26 9 1 .90 .90 27 9 1 .90 .90 28 10 0 1 1 note: i-cvi mean = .92 k* > .75 = excellent, .60 .74 = good, and .40 .59 = fair i-cvi > .79 = relevant, .70 .79 = needs revisions, and < .70 = eliminated nazam, f., husain, a., & gull, m. 33 islamic guidance and counseling journal vol. 5, no. 1, pp. 30-39, january 2022 revisions, and if the value is below .70 the item is eliminated. inter-rater reliability after the i-cvi (item content validity index) for all the scale items were obtained, interrater reliability was calculated by using modified kappa statistic (k*) (yimprayoon, 2013). for this the probability of chance (pc) for the agreement was calculated first for each item (see polit et al., 2007) and then modified kappa statistic was calculated by entering the numeric value of pc (probability of chance) and i-cvi (see polit et al., 2007). for interpreting the value of k* evaluation criteria given by cicchetti and sparrow (1981) was adopted as k* of .40-.59 fair, k* of .60-.74 good, and k* of .75-1.00 excellent. the inter-rater reliability of all the ten judges was found high for most of the items of this scale. sample and procedure in this study purposive sampling method was used. for sample size determination the rule of thumb n:q ratio was used, where n is sample size and q is parameter ratio and it should be at least 1:5. so in this study the minimum sample required was 150. so, the sample of the current study was adequate (n = 229). the selected items were administered to 229 participants where 1 participant dropped out. the participants were pursing undergraduate and post-graduate courses in the department of islamic studies, arabic, and centre for qur’anic table 3. item content validity index (i-cvi) and the modified kappa for agreement of clarity (k*) of taqwa scale item clear (rating 3 or 4) not clear (rating 1 or 2) i-cvis k* 1 8 2 .80 .79 2 9 1 .90 .90 3 9 1 .90 .90 4 10 0 1 1 5 8 2 .80 .79 6 8 2 .80 .79 7 8 2 .80 .79 8 8 2 .80 .79 9 7 3 .70 .68 10 9 1 .90 .90 11 7 3 .70 .68 12 8 2 .80 .79 13 8 2 .80 .79 14 9 1 .90 .90 15 8 2 .80 .79 16 7 3 .70 .68 17 8 2 .80 .79 18 9 1 .90 .90 19 8 2 .80 .79 20 9 1 .90 .90 21 8 2 .80 .79 22 8 2 .80 .79 23 8 2 .80 .79 24 9 1 .90 .90 25 6 4 .60 .55 26 9 1 .90 .90 27 9 1 .90 .90 28 9 1 .90 .90 note: i-cvi mean = .81 k* > .75 = excellent, .60 .74 = good, and .40 .59 = fair i-cvi > .79 = relevant, .70 .79 = needs revisions, and < .70 = eliminated standardization of taqwa (piety) scale for muslims: an exploratory study 34 islamic guidance and counseling journal vol. 5, no. 1, pp. 30-39, january 2022 studies, aligarh muslim university, india. before administering the scale, consent of participants was taken. the mean age of the participants was 22.66 (± 1.84 sd). validity for validity, exploratory factor analysis using principal axis factor extraction approach was used to determine the factor structure of taqwa scale. varimax rotation (orthogonal rotation method) was used under the theoretical underpinning of the construct assuming that factors of the construct are uncorrelated. orthogonal rotation assumes that factors are uncorrelated with each other (gorsuch, 1988). in the first step, the factorability of 28 items was examined by examining the item-correlation matrix and it was assured that each item should correlate with at least one other item for their suitability in factor analysis. in the context of factor analysis, although no limits are placed on what is too high or low correlations, variables (items are treated as variable) that have no significant correlation may not be the part of any factor, and if a variable has a large number of correlations, it may be part of several factors. we can note that pattern and see how they may reflect as the analysis proceeds (hair, 2010). after that to assess the overall significance of the correlation matrix for factor analysis further bartlett test of sphericity was taken into account (χ2 = 11209.116, p < .001). however, bartlett test only indicates the nonzero correlation in the scale items table 4. item content validity index (i-cvi) and the kappa for agreement of simplicity (k*) of taqwa scale item simple (rating 3 or 4) not simple (rating 1 or 2) i-cvis k* 1 8 2 .80 .79 2 7 3 .70 .68 3 10 0 1 1 4 10 0 1 1 5 9 1 .90 .90 6 7 3 .70 .68 7 9 1 .90 .90 8 9 1 .90 .90 9 9 1 .90 .90 10 8 2 .80 .90 11 8 2 .80 .90 12 8 2 .80 .79 13 8 2 .80 .79 14 9 1 .90 .90 15 8 2 .80 .79 16 8 2 .80 .79 17 8 2 .80 .79 18 9 1 .90 .90 19 9 1 .90 .90 20 8 2 .80 .79 21 9 1 .90 .90 22 9 1 .90 .90 23 10 0 1 1 24 10 0 1 1 25 10 0 1 1 26 9 1 .90 .90 27 9 1 .90 .90 28 9 1 .90 .90 note: i-cvi mean = .87 k* > .75 = excellent, .60 .74 = good, and .40 .59 = fair i-cvi > .79 = relevant, .70 .79 = needs revisions, and < .70 = eliminated nazam, f., husain, a., & gull, m. 35 islamic guidance and counseling journal vol. 5, no. 1, pp. 30-39, january 2022 (hair, 2010). the value of kmo (kaiser meyer olkin) which measures sampling adequacy was .856. reliability the reliability of the scale was calculated by composite reliability (cr). the composite reliability of three factors of the scale faith in god, love for god, and fear of god were .853, .855, and .68 respectively. the value of cr .70 and above is acceptable (hair, 2010). the cronbach’s coefficient alpha of the scale was .94. construct validity val dalen (1973) proposed that construct is the concept that includes several interrelated factors. construct validity of this scale was measured by average variance extracted (ave) given by fornell and larcker (1981). this method measures the true variance accounted by the construct. results and discussion results the items that had cvi over .79 were retained (1, 3, 4, 5, 7, 8, 10, 12, 14, 15, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28) and the items that had cvi in between .70-.79 (2, 6, 9, 11, 13, 16) were revised. after revision 28 items were retained (table 2, 3, and 4). discussion the aim of this study was to standardize the taqwa (piety) scale for muslims. so, after the data collection on initial 28 items, factor analysis was conducted. factor analysis requires measurement of sampling adequacy, because it does not look only at the correlations, but also at the pattern between variables (hair, 2010). in this scale, keiser-myer-olkin (kmo) was used as a measure of sampling adequacy and the value of kmo was found .856 which shows sampling adequacy for factor analysis as the value closer to 1 and higher to .60 is adequate table 5. exploratory factor analysis (efa) and factor loadings of scale items item no. item factor 1 factor 2 factor 3 common factor variance (h2) 1 i believe that love for god is the core of human existence. .799 .677 2 i am more evolving because i love god. .794 .714 3 i worship god because of boundless love. .761 .652 4 i believe that god loving person has neither fear nor anxiety. .735 .750 5 i believe that true love for god makes you fearless. .726 .677 6 before doing any activity, i do not see anything in life except feel the presence of god .574 .382 7 i believe that one should approach god with a doubtless and fearless heart. .519 .510 8 i am a god loving person. .868 .816 9 i am god loving by taqwa. .825 .703 10 i feel the presence and pleasure of god in all aspects of daily life. .745 .651 11 i make an effort to reduce all the obstacles that prevent me from dedicating everything to god. .726 .605 12 i have fear of doing haram owing to god’s order. .703 .599 composite reliability .853 .855 .68 variance explained (%) 42% 14% 8% total variance explained (%) 64% standardization of taqwa (piety) scale for muslims: an exploratory study 36 islamic guidance and counseling journal vol. 5, no. 1, pp. 30-39, january 2022 (tabachnik & fidell, 2013). the kmo value of .856 is meritorious (kaiser & rice, 1974). in this study, exploratory factor analysis (efa) was used for factor extraction. it was guided by theoretical approach and factors were interpreted to the extent they were consistent with the definition of taqwa. three factors were retained on the a priori theoretical knowledge of the construct. after that factor naming was done on the basis of nature of items grounded in theoretical approach. factor 1 was named as faith in god, factor 2 was named as love for god and factor 3 was named as fear of god. the factor loading of items to the respective factors are listed in ascending order (table 5). total 12 items were retained with the minimum factor loading (.50). this criterion for factor loading is based on statistical power to specify factor loading for different sample size. for the sample size of 200 minimum factor loading should be .40 (hair, 2010). the first factor consisted of 7 items with factor loading ranges from .799 .519 accounting 42% of the variance, the second factor consisted of 3 items with factor loading ranges from .868 .745, accounting 14% of the variance and the third factor consisted of 2 items with factor loading ranges from .726 .703, accounting 8% of the variance in construct. three factors accounted for 64% of the variance with eigen value above 1. the composite reliability of the factor 1, 2, and 3 were .853, .855, and .676 respectively. composite reliability often knows as construct reliability is a measure of internal consistency in scale items. the value of ave for this scale is .53 which is acceptable as the value of .50 and above is reported as acceptable (hair, 2010). according to dillon and goldstein (1984), in a scale if the variance extracted is greater than .50 it shows that the validity of both the construct as well as the individual variables is high. hence this scale has good construct validity. this study has standardized the taqwa scale to assess muslims’ piety. the content validity, interrater reliability, internal consistency, and factor structure of the scale were examined. this scale assesses three factorially derived dimensions: faith in god, love for god, and fear of god. the scale accounted for a substantial amount of variance in the construct. the 28 items were found to be reliable and valid for the assessment of muslim piety. implications standardization of the taqwa (piety) scale for muslims has implications for the assessment of faith for counselling. therefore, the findings of this study will help muslim counsellors in assessing the ‘piety’ of muslims and in dealing with the mental health problems of muslim clients. assessing clients’ level of piety can also assist counsellors in understanding how it may affect the counselling process. islamic counselling emphasizes spiritual solutions based on love and fear of the almighty and the duty to fulfill our responsibilities as the servants of the almighty. muslim scholars need to further adapt the taqwa scale in different cultures for cross-cultural validation of the scale. there is tremendous within-group variability in all religious groups. hence, counselling experience with a member of a muslim religious sect may not necessarily translate to applied work with another person from the same faith. limitations and future directions the measure was standardized on an indian muslim population, which is one of the study's limitations. as a result, the researchers must validate the scale before making any conclusions regarding the individuals' taqwa in other nations. this very first study to investigate a taqwa scale based on exploratory factor analysis. thus, confirmatory factor analysis could be carried out in the future. nazam, f., husain, a., & gull, m. 37 islamic guidance and counseling journal vol. 5, no. 1, pp. 30-39, january 2022 conclusion in this study, taqwa scale was developed following the qur’anic perspective. a 12 item scale was developed for measuring three dimensions of muslims’ taqwa, namely, love for allah, fear of allah, and faith in allah based on the qur’an. the content validity, interrater reliability, factorial validity, construct validity, and composite reliability of taqwa scale was found satisfactory. this scale is suitable for the assessment of tawqa for the muslim clients. acknowledgment the authors are grateful to all the experts for their judgments about the content of the items. no funding was received from any private or public agency for this study. author contribution statement akbar husain conceptualized and led the study, 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(2010). significance of taqwa. khaleej times. https://www.khaleejtimes.com/opinion/significance-of-taqwa copyright holder : © nazam, f., husain, a., & gull, m. first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: fitriyah, f., hidayah, n., muslihati, m., hambali, i., & ibad, m. (2021). the role of demographic characteristics and spiritual dimensions in predicting empathy: a study in muslim pre-service teachers. islamic guidance and counseling journal, 4(2). https://doi.org/10.25217/igcj.v4i2.1553 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the role of demographic characteristics and spiritual dimensions in predicting empathy: a study in muslim pre-service teachers fifi khoirul fitriyah 1,2 , nur hidayah 1 *, muslihati 1 , im hambali 1 , mursyidul ibad 2 1 universitas negeri malang, indonesia 2 universitas nahdlatul ulama surabaya, indonesia nur.hidayah.fip@um.ac.id* article information: received may 14, 2021 revised june 30, 2021 accepted september 8, 2021 keywords: empathy; muslim; pre-service teacher; spirituality; university abstract although many studies have examined the relationship between spirituality and empathy, very few studies have focused on demographic and spiritual dimensions in influencing empathy for pre-service teachers. this study analyzes the effect of gender, age, and years of formal education on spirituality and empathy and analyzes the influence of the spiritual dimensions on empathy. this research is a cross-sectional study, with 319 muslim pre-service teachers as respondents. the data collection technique used an online questionnaire adapted from the spirituality assessment scale (sas) and the interpersonal reactivity index (iri). the results show that age affects spirituality, while empathy is influenced by age and gender. one unanticipated finding was that years of formal education had no effect on either spirituality or empathy. the most important finding of this study is the higher the level of innerness, the more likely it is to have high empathy. this study's findings are useful as an assessment material and creating counseling designs to increase empathy for pre-service teachers. this is a part of forming the ideal profile of counselors in schools later. integrating islamic values is also an essential alternative in counseling for muslims. introduction empathy has a pivotal role in learning, and prospective teachers are an asset that is the main element in determining education's success. many teachers cannot perceive learning situations based on students’ perceptions or egocentricity, causing learning objectives not to work optimally. especially during the covid-19 pandemic, most learning uses online learning approach, various online learning platforms, such as google classroom, facebook, whatsapp, google met, etc. are used in learning (dhawan, 2020; lewis, 2020; ngussa et al., 2021). unfortunately, previous studies have stated that online learning causes students to become bored and engage in deviant behavior (babvey et al., 2021). this situation requires high empathy, especially for teachers to their students. this is justified by the fact that high scores for empathy correlate positively with low levels of violence in school (espejo-siles et al., 2020). empathy is crucial to use when dealing with unexpected situations. therefore, teacher need to invite students to do self-talk on how to deal with unexpected situations (hall & smotrova, 2013). through empathizing, prospective teachers can learn to protect students mailto:nur.hidayah.fip@um.ac.id https://orcid.org/0000-0002-4087-0022 https://orcid.org/0000-0002-2602-2385 https://orcid.org/0000-0002-1565-773x https://orcid.org/0000-0002-8602-9394 https://orcid.org/0000-0002-9227-7546 https://orcid.org/0000-0002-4087-0022 https://orcid.org/0000-0002-2602-2385 https://orcid.org/0000-0002-1565-773x https://orcid.org/0000-0002-8602-9394 https://orcid.org/0000-0002-9227-7546 https://orcid.org/0000-0002-4087-0022 https://orcid.org/0000-0002-2602-2385 https://orcid.org/0000-0002-1565-773x https://orcid.org/0000-0002-8602-9394 https://orcid.org/0000-0002-9227-7546 https://orcid.org/0000-0002-4087-0022 https://orcid.org/0000-0002-2602-2385 https://orcid.org/0000-0002-1565-773x https://orcid.org/0000-0002-8602-9394 https://orcid.org/0000-0002-9227-7546 https://orcid.org/0000-0002-4087-0022 https://orcid.org/0000-0002-2602-2385 https://orcid.org/0000-0002-1565-773x https://orcid.org/0000-0002-8602-9394 https://orcid.org/0000-0002-9227-7546 https://orcid.org/0000-0002-4087-0022 https://orcid.org/0000-0002-2602-2385 https://orcid.org/0000-0002-1565-773x https://orcid.org/0000-0002-8602-9394 https://orcid.org/0000-0002-9227-7546 fitriyah, f., hidayah, n., muslihati, m., hambali, i., & ibad, m. 159 islamic guidance and counseling journal vol. 4, no. 2, pp. 158-168, july 2021 from negative emotions (fitriyah, 2017; habsy et al., 2019; jaber et al., 2018; kurniasih et al., 2020; purwoko & fitriyah, 2017). therefore, education is needed for pre-service teachers to get empowered with ability to increase empathy toward the learners (jaber et al., 2018; setiyowati et al., 2019; taufiq & herdi, 2020). in a learning situation, the teacher is an actor of behavior and cognitive in determining attitudes towards students in particular (alfaiz et al., 2019). however, not much has been discussed on how educational interventions can improve pre-service teacher’s empathy, which is an important aspect for learners to succeed in their academic journey. rationale of the current study in recent years, there has been an increasing interest in correlation research between empathy and spirituality. students' spirituality is proven to be able to increase their commitment and professional attitude (chiang et al., 2020; ross et al., 2018). this commitment and professionalism are significant in supporting the professionalism of preservice teachers. in addition, previous research results suggest that spirituality has benefits in increasing well-being which could be a solution to one's psychological problems (depue & lambie, 2014; feizi et al., 2020; lal, sahu, et al., 2020; palmer kelly et al., 2020; prosek et al., 2020; woollacott et al., 2020). on the other hand, spirituality is an essential component in shaping a holistic university curriculum (cruz et al., 2017). therefore, it is important to improve not only students’, but also that of teachers’ spirituality. when spirituality is associated with empathy, most of previous studies results show a positive relationship (fitriyah et al., 2020; hardy et al., 2012; lal, tharyan, et al., 2020; moloney & gair, 2015; stewart & lawrence, 2020). but researchers have not treated the variables in much detail. however, there is still uncertainty whether each variable's tendency is influenced by their demographic profile such as gender, age, and years of education. according to researchers’ knowledge, there has been no detailed investigation of the correlation between spirituality and empathy (giordano et al., 2014; hotoleanu & dumitrascu, 2016), especially in the muslim community context. this study has been propelled by the fact that religious and cultural backgrounds greatly influence community behavior (alfaiz, 2017; counted et al., 2018; hefti, 2011; johnson et al., 2011), and therefore, this study’s topic was deemed necessary. this study aimed 1) to analyze the effect of gender, age, and years of formal education on spirituality; 2) to analyze the effect of gender, age, and years of formal education on empathy; 3) to analyze the influence of the spiritual dimensions on empathy. this study provided new insights into demographics variables roles and spiritual dimensions in relation to empathy in muslim pre-service teachers. it sought to explore the profile of spirituality and empathy among the muslim pre-service teachers from 27 universities in east java, indonesia. while previous studies only discussed the correlation between variables, they slightly involved the role of gender and age (giordano et al., 2014; hotoleanu & dumitrascu, 2016). the role of the demographic variable is essential to classify the level of either spirituality or empathy. in the future, empathy levels can be grouped according to gender, age, and years of formal education. furthermore, there needs to be a solution to increase empathy. we predict it through the role of spiritual dimensions so that the spiritual dimensions are the strength in counseling to develop empathy. hypotheses 1. there is an effect of gender, age, and years of formal education on spirituality. 2. there is an influence of gender, age, and years of formal education on empathy. 3. there is the influence of the spiritual dimensions on empathy. the role of demographic characteristics and spiritual dimensions in predicting empathy: a study in muslim pre-service teachers 160 islamic guidance and counseling journal vol. 4, no. 2, pp. 158-168, july 2021 methods research design this is a cross-sectional study. through this research, it can be found the dynamics of the correlation between demographic characteristics and spiritual dimensions towards empathy for muslim pre-service teachers in east java province, indonesia. participants a total of 319 pre-service teachers from universities with faculty of education in east java, indonesia, participated in this study. and all of the respondents are muslim. table 1 shows the demographic characteristics, in terms of age, gender, and years of formal education. procedures participants in this study are voluntary without any compensation. the researcher asked the respondent's consent to fill out this questionnaire and explained that filling out this questionnaire took approximately 10 minutes. respondents who agree will continue the filling stage. participants were asked to fill out a questionnaire to measure spirituality, empathy, and demographic characteristics through the google form. ethical approval is carried out with ethical license number 237/ec/kepk/unusa/2020. online questionnaires were distributed via social media whatsapp. data collection the data collection method used an online questionnaire distributed to undergraduate students in the field of education, in east java. the questionnaire package included demographic characteristics. to measure the spirituality variable, we used the spirituality assessment scale (sas), while to measure the empathy variable we used the interpersonal reactivity index (iri). both questionnaires were originally in english, so they needed an adaptation process into indonesian before being used. the adaptation process follows who standards; forward translation, expert panel back-translation, pre-testing and cognitive interviewing, and final version (who, 2021). spirituality assessment scale (sas) sas consists of four dimensions; meaning of purpose, innerness, interconnectedness, and transcendence. the original version of this instrument has an alpha coefficient of .94 (howden, 1992). meanwhile, previous studies reported that this instrument was valid and reliable to use in their country. the sas instrument test on undergraduate students in indonesia also show alpha coefficients of .89 (juwita et al., 2019). in this study, the reliability of the instrument showed an excellent impression at .87. coefficient alphas of .8 to .9 are preferred (hair et al., 2021). interpersonal reactivity index (iri) iri has a 28-item questionnaire with the construct of empathic concern, fantasy, personal distress, and perspective-taking (davis, 1980). iri shows good performance and high consistencies (murphy et al., 2020; péloquin & lafontaine, 2010), including the dutch version (α >= .7) (corte et al., 2007) and the french version (α = .7 – .8) (gilet et al., 2013), iri still shows high consistencies. in this current study, the iri had an internal consistency reliability coefficient of .755. it is higher than the minimum value of .7 (hair et al., 2021), specified as acceptable for a newly developed instrument, indicating solid reliability. the scale score reliabilities of the iri subscales were similar to or greater than the internal consistencies of the original version (from .72 to .78) (davis, 1980). fitriyah, f., hidayah, n., muslihati, m., hambali, i., & ibad, m. 161 islamic guidance and counseling journal vol. 4, no. 2, pp. 158-168, july 2021 data analysis data were analyzed using ibm spss version 21 for windows. demographic characteristics were analyzed using descriptive statistics and hypothesis testing using binary logistic regression. according to johnson & wichern (2007), the use of binary logistic regression test is intended to 1) determine the effect of several independent variables from two categories on the dependent variable; 2) the independent variables do not need intervals, are not normally distributed, are not linearly related, or have the same variance in each group; 3) logistic regression can also determine the relationship and strength between variables; 4) does not require the assumption of a linear relationship between the dependent and independent variables; 5) finally, logistic regression can predict the probability of success over failure, and the result is an odds ratio. results and discussion results demographic characteristics and descriptive analysis presentend in table 1 and table 2. the first set of questions aimed to analyze the effect of gender, age, and years of formal education on spirituality. table 3 shows an overview of the binary logistics regression analysis results between demographic characteristics and spirituality. what stands out in the table is the variable age affects a person's spirituality. the respondent's probability if the higher the age, the lower the chance to have the spirituality of .560 times. the second set of questions aimed to analyze the effect of gender, age, and years of formal education on empathy. table 3 shows an overview of the binary logistics regression analysis results between demographic characteristics and empathy. the most interesting aspect of this table is gender and age affect pre-service teacher empathy. respondents who are male have .210 times the opportunity to have high empathy compared to women. or, female respondents have 4.762 times the chance to high empathy than men. meanwhile, the higher table 1. demographic characteristics details of respondents n (%) age range m sd respondents by gender male 54 (16.9%) 18 – 22 20.09 1.01 female 265 (83.1%) 17 22 20.31 1.19 respondents by years of formal education 13 years 89 (27.9%) 17 – 22 19.19 .95 14 years 117 (36.,7%) 19 – 22 20.11 .76 15 years 97 (30.4%) 19 – 22 20.78 .68 16 years 16 (5%) 20 – 22 21.50 .63 table 2. summary of means, standard deviations, and observed range for study measures variable m sd observed range lower upper spirituality assessment scale (sas) mp 12.79 1.51 4.00 16.00 in 26.75 3.25 10.00 36.00 it 27.95 2.99 11.00 36.00 ts 15.05 2.13 6.00 21.00 interpersonal reactivity index (iri) ec 18.68 1.82 7.00 25.00 pd 24.35 2.41 9.00 31.00 pt 17.80 1.89 7.00 24.00 fs 19.62 2.56 8.00 27.00 sas-mp meaning of purpose, sas-in innerness, sas-it interconnectedness, sas-ts transcendence; iri-ec empathic concern, iri-pd personal distress, iri-pt perspectivetaking, iri-f fantasy the role of demographic characteristics and spiritual dimensions in predicting empathy: a study in muslim pre-service teachers 162 islamic guidance and counseling journal vol. 4, no. 2, pp. 158-168, july 2021 the age of the respondent, the chance to have empathy is .559 times. the third set of questions aimed to analyze the effect of the spiritual dimensions (meaning of purpose, innerness, interconnectedness, and transcendence) on empathy. table 3 shows an overview of the binary logistics regression analysis results between the spiritual dimensions and empathy. interestingly, the data in this table is that the indicator of innerness in the spirituality variable affects a person's empathy. the better the respondent's innerness, the higher the chance to have high empathy is 6.367 times than those with low innerness. discussion several reports have shown that spirituality's role in a psychological and social context has been widely studied (dose et al., 2014; edwards et al., 2010; mohan & uys, 2006). spirituality in the relationship between educators and students is useful as a critical psychological problem for students, so prospective teachers need to learn it (espejo-siles et al., 2020; hall & smotrova, 2013). pre-service teachers' spirituality is one-factor affecting empathy that needs attention, especially for universities where prospective teachers receive education in preparation for their future career (jaber et al., 2018). the current study found that gender had no effect on the spirituality of pre-service teachers. however, this result has not previously been described. previous research has stated that women are more spiritual than men (luna et al., 2019). however, in terms of organizational leadership, men are more spiritual than women (šilingienė & škėrienė, 2015). a possible explanation for this might be that the level of spirituality in both men and women is determined by the respondent's situation. another important finding was that the higher a person's age, the lower his spirituality. comparison of the findings with those of other studies confirms that the variable age affects the spirituality of both men and women (šilingienė & škėrienė, 2015). however, previous research found that the higher the age, the higher the spirituality (zimmer et al., 2016), this is inversely proportional to these findings. a possible description for this might be that the definition of spiritual in the previous study focused more on a religious ritual routine, in contrast to this study which focused on the relationship between humans and god and the universe. one exciting finding is gender and age affect empathy. the current study found that women have a higher chance of empathy than men. this finding is contrary to previous studies that have suggested no difference in the level of empathy between men and women (kamas & preston, 2021). a possible explanation for this might be that the respondent's table 3. binary logistics regression results between demographic characteristics and spirituality or empathy independent variable β p or spirituality gender -.101 .883 .904 age -.581 *.071 .560 years of formal education .595 .125 1.813 constant 6.497 .259 663.379 empathy gender -1.560 ***.004 .210 age -.581 *.054 .559 years of formal education .488 .179 1.628 constant 8.350 .125 4228.872 spiritual dimensions meaning of purpose 1.099 .342 3.000 innerness 1.851 **.012 6.367 interconnectedness 1.485 .137 4.414 transcendence -.204 .737 .815 constant -1.020 .426 .361 * = significant at .1 | ** = significant at .05 | *** = significant at .01 fitriyah, f., hidayah, n., muslihati, m., hambali, i., & ibad, m. 163 islamic guidance and counseling journal vol. 4, no. 2, pp. 158-168, july 2021 situation determines the level of empathy. in this study, it was found that women were more empathetic when the respondents were pre-service teachers. in contrast, the respondents were economic gamers in previous studies, so there was no difference in their empathy for both men and women. norms instilled in prospective teachers affect their empathy, while other respondents do not need it. the most important clinically relevant finding was the higher the age, the higher the chances of empathy. this finding is consistent with previous studies that age affects empathy. the higher the age, the higher the empathy (spenser et al., 2020). one unanticipated finding was that years of formal education had no effect on either spirituality or empathy for muslim pre-service teachers. there has been no previous research examining this variable. however, the results of this study are very useful in providing recommendations on the university curriculum. universities have an important role in building empathy for undergraduate students, especially pre-service teachers. the most important finding of this study is the higher the level of innerness in the respondent, the more likely it is to have high empathy. so, it can be concluded that innerness is a spiritual dimension that affects empathy for muslim pre-service teachers. innerness or inner resources was defined as the process of striving for or discovering wholeness, identity, and a sense of empowerment. innerness or inner resources are manifested in feelings of strength in times of crisis, calmness or serenity in dealing with uncertainty in life, guidance in living, being at peace with oneself and the world, and feelings of ability. innerness or inner resources was operationalized as the innerness or inner resources subscale of the sas (howden, 1992). these findings contribute to making innerness the main force in indigenous counseling to increase the empathy of muslim pre-service teachers. implications the present study suggests that age is two factors that influence spirituality and empathy, while gender only affects empathy. these two factors are useful for classifying the level of spirituality and empathy before increasing empathy for pre-service teachers. age factor affects spirituality and empathy. the provision of more serious counseling services is needed for older pre-service teachers to improve their spirituality. on the other hand, counseling needs to focus more on younger pre-service teachers to increase empathy. gender factors have a significant effect on empathy. the results of the study found that female pre-service teachers were more empathetic than males. university counseling services in increasing empathy should focus more on male pre-service teachers than women. the design of group counseling with the composition of men and women is also an interesting alternative to help increase the level of empathy in men through peer pressure from female pre-service teachers. another finding of this study is the significant role of the innerness dimension on empathy. the implication is that innerness is suggested to be the main focus in implementing spiritual counseling at universities. however, it should be noted that the essence of the innerness dimension must be different between religions, so an indigenous counseling approach is needed in this situation. the implications of the research results on the steps of counseling are in sections two and three. counseling steps 1) establish the proper therapeutic relationship; 2) explore the psychological dynamics operating in the client (an assessment); 3) encourage the development of self-understanding (insight into purpose); 4) help the client make new choices (reorientation and reeducation) (corey, 2013). in the second step, counselors need to know the spiritual characteristics and empathy of a certain age and gender, so the results of this study are beneficial. furthermore, in the third step, the innerness dimension plays a role in the process of self-understanding. the role of demographic characteristics and spiritual dimensions in predicting empathy: a study in muslim pre-service teachers 164 islamic guidance and counseling journal vol. 4, no. 2, pp. 158-168, july 2021 limitations and suggestions for further research there may be some limitations in this study. first, data collection using online and voluntary questionnaires may have given rise to some bias, especially in areas where internet connectivity is difficult. second, the respondent's data on the age variable only co mes from one group of young adults. for further research, it is better to involve respondents from various age groups, including children, adolescents, early adults, adults, and the elderly, to present more interesting facts. conclusions the main goal of the current study was to analyze the effect of gender, age, and years of formal education on each spirituality and empathy. this study has identified that gender and age affect empathy, and only age affects spirituality. another finding is that the innerness dimension affects empathy for muslim pre-service teachers. the findings will be of interest to design indigenous counseling in universities to increase empathy for muslim pre-service teachers. the results of this study are also helpful as a choice of indicators in determining the ideal profile of counselors or teachers in schools. acknowledgments we are grateful to all respondents involved in this research project. we are also grateful to the direktorat riset dan pengabdian kepada masyarakat (drpm), kementerian pendidikan, kebudayaan, riset, dan teknologi, indonesia, which supports funding of this study with contract number 040/sp2h/lt/drpm/2021. furthermore, we thank to universitas nahdlatul ulama surabaya, for supporting this study. author contributions statement f.k. and n.h. conceived of the presented idea. m.h. and i.h. developed the theory. f.k. and m.i. verified the analytical methods. m.i analyzed the data and interpreted it. n.h. encouraged f.k. to investigate and supervised the findings of this work. all authors discussed the results and contributed to the final 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(2016). spirituality, religiosity, aging and health in global perspective: a review. ssm population health, 2, 373–381. https://doi.org/10.1016/j.ssmph.2016.04.009 copyright holder : © fitriyah, f., hidayah, n., muslihati, m., hambali, i., & ibad, m. (2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1016/j.explore.2020.07.005 https://doi.org/10.1016/j.ssmph.2016.04.009 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: sami, a., & naveeda, n. (2021). an examination of depressive symptoms in adolescents: the relationship of personality traits and perceived social support. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.848 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung an examination of depressive symptoms in adolescents: the relationship between personality traits and perceived social support abdul hanan sami1, naveeda naveeda2 islamic international university islamabad, pakistan1 fatima jinnah women university rawalpindi, pakistan2 ah ahanans99@gmail.com* article information: received april 17, 2020 revised june 4, 2020 accepted june 16, 2020 keywords: adolescents; depressive symptoms; perceived social support; personality traits abstract present study aimed at investigating the association between personality traits, perceived social support and depressive symptoms in adolescents. through convenient sampling, total 302 students (110 males and 192 females) were recruited from different universities of rawalpindi and islamabad. the age range of sample was 18-25 years. in present study, the big five inventoryshort version (bfi-s) (gerlitz & schupp, 2005), the multidimensional scale of perceived social support (mspss) (zimet et al., 1988), and depression, anxiety and stress scale (dass-21) (lovibond & lovibond, 1995) were used to access personality traits, perceived social support and depressive symptoms. findings of the present study showed a significant positive relationship between neuroticism and depressive symptoms. however, extraversion, conscientiousness and perceived social support showed significant negative association with depressive symptoms. according to regression analysis, neuroticism is a positive while, perceived social support is significant negative predictor of depressive symptoms in young adolescents. furthermore, findings of present study may assist in identifying the personality traits at risk of experiencing depression. introduction depression is affecting individuals worldwide and it is considered as a leading health dilemma. klein (1964) posited that people suffer from depression more than any other disease. according to dsm-5, depression can be characterized by prevalence of at least 5 symptoms including depressed mood, loss of interest in activities, sleep disturbance, fatigue, negative self-concept, inability to concentrate, psychomotor agitation and recurring thoughts of hurting self during two weeks (american psychiatric association, 2013). depression is different from short duration mood changes that result as a consequence of daily stressors. it affects more than 300 million people worldwide according to who (2018) estimate. depression is linked with physical symptom, fatigue, sleep trouble, psychomotor activity changes, and hunger changes are links with high depression. in addition, it also linked with two hormonal changes within the brain; serotonin and norepinephrine. it is believed that any imbalance between serotonin and norepinephrine leads to depression (trivedi, 2004). a vast body of studies has demonstrated the association between personality traits and depressive disorder such as major depressive disorder and depression (clark et al., 1994; elovainio et al., 2015; kendler et al., 1993; kotov et al., 2010; ormel et al., 2013). in addition, at least six theoretical models have been explained in previous studies to enlighten https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v4i1.848 https://orcid.org/0000-0002-1735-576x mailto:ahanans99@gmail.com an examination of depressive symptoms in adolescents: the relationship of personality traits and perceived social support 2 islamic guidance and counseling journal vol. 4, no. 1, pp. 1-11, january 2021 these associations and at least six theoretical models (clark, 2005; enns & cox, 1997; klein et al., 2011; krueger, & tackett, 2003; watson & clark, 1995). in 2006, matsudaira & kitamura (2006) ascertained that different personality traits are interrelated and their effects are independently associated to depression and anxiety. different models suggest the association between personality and depression including vulnerability model that suggests that personality traits or constructs predispose individuals and make them more vulnerable for developing disorder (bagby et al., 2008). pathoplasty model of personality-depression association suggests that personality traits affect the onset, course and severity of the depression. according to this model, neuroticism affects the severity and chronicity of depression but not development of the disorder (bagby et al., 2008). in addition, complication model of personality-depression association suggests that personality traits affect the onset, course and severity of the depression. according to this model, neuroticism affects the severity and chronicity of depression but not development of the disorder (bagby et al., 2008). common-cause model suggest that depression and personality traits share common etiological factors. according to this model, serotonin functioning might be involved in personality traits and depression (bagby et al., 2008). according to li et al. (2019) high neuroticism, low extraversion, and conscientiousness are significantly associated with depression. among them, neuroticism is the chief construct which can predict the onset of depression. in addition, jylha & isometsa (2006) posited strong relationship between neuroticism and depressive symptoms, and moderate association between introversion and depressive symptoms. moreover, one study conducted to investigate the association between personality traits and psychological distress revealed significant positive association between neuroticism and psychological distress. while, findings depicted significant negative association between extraversion, openness, agreeableness, conscientiousness and psychological distress (shaheen et al., 2014). according to cronkite and moos (1995) social support is defined as availability of resources to an individual (as cited in zixi & zhang, 2013). however, individual’s perception of having social resources providing aid and care is known as perceived social support (zixi, & zhang, 2013). according to procidano and heller (1983) the severity of psychological symptoms is majorly affected by the adequacy of social support (as cited in lee, dickson, conley, & grayson, holmbeck, 2014). cobb (1976) identified three basic components of the social-support as succor, nurturance and affiliation, recognition and respect, group membership. multiple studies have addressed the linkage between social support, perceived social support and depression (najafabadi et al., 2015; zixi, & zhang, 2013; lee et al., 2014). study conducted by barnett and gotlib (1988) aims to investigate the causal psychosocial factors associated with the depressive illness. study identified six psychosocial factors as contributing in the illness were attributional styles, dysfunctional attitudes, personality, social support, marital status and coping styles. results of review of studies suggested that marital distress and low social support plays role as etiological factors in depression. the dynamics dynamics of social support and protection from depression through individual’s life is highly encouraged to be observed (gariepy et al., 2016). literature suggests huge evidence regarding relationship between personality traits and depressive symptoms but contradicting findings has made the association between these two constructs more interesting to be investigated on target in sample diverse cultures. rationale of the current study in present era, depression is a big trouble. most of the population being affected is left undiagnosed and not given any proper attention which increases the chances of risk-taking behaviors and different mental health problems (williams et al., 2017). individual differences make an individual more and less oriented towards mental health issues. it is important to sami, a., & naveeda, n. 3 islamic guidance and counseling journal vol. 4, no. 1, pp. 1-11, january 2021 know the personality factors which are more susceptible towards depression in pakistani culture. therefore, the primary objective of present study is to identify the personality at risk of experiencing depression, so that it would be helpful in assisting such people. as human is social animal and always remains in contact with people around him. it is a vivid point that social support provided to an individual in difficult decreases vulnerability of worry, stress and pain. therefore, the aim of current study is also to discover relationship between perceived social support and depressive symptoms in adolescents to figure out the perception of adolescents regarding available social support. hypotheses 1. neuroticism will have significant positive association with depressive symptoms in adolescents. 2. personality traits such as extraversion, openness to experience, agreeableness and conscientiousness will show significant negative relationship with depressive symptoms. 3. perceived social support will have significant negative association with depressive symptoms. methods participants in present study, three hundred and two adolescents (n = 302) were recruited from multiple universities of rawalpindi and islamabad. the age of participants ranged from 18-25 years (m = 22.54, sd = 3.54). both males 36.4% (n = 110) and females 63.6% (n = 192) were part of the study. 65% (n = 198) of participants belong to nuclear family system whereas 34.4% (n = 104) belong to joint family system. 76.8% (n = 232) were students, 13.9 (n = 42) were employed and 9.3% (n = 28) were unemployed. instruments following instruments were used to access study constructs. big five inventoryshort version (bfi-s) gerlitz, and schupp (2005) developed 15-item bfi-s to assess big five personality factors. response answers were reduced from seven likert scale to five-point likert scale (1 = strongly disagree to 5 = strongly agree) (lang et al. 2011). conbach’s alpha for personality traits such as neuroticism = .52, extraversion = .60, openness = .55, agreeableness = .45, conscientiousness = .52 (brust, hader, & hader, 2016). the multidimensional scale of perceived social support (mspss) zimet et al. (1988) developed mspss to examine individual’s perception of social support. it consists of three subscales such as family, friends, and a significant other with four items each. seven-point likert scale was used for responses ranging from 1 = strongly disagree to 7 = very strongly agree. rizwan and aftab (2009) reported cronbach’s alpha .89 for mspss. depression, anxiety, and stress scale (dass-21) dass-21 was developed by lovibond and lovibond (1995) to measure emotional states such as depression, anxiety and stress of an individual. each subscale consists of seven items. response options were made on 4-point likert-type scale (0 = did not apply to me at all, 3 = applied to me very much or most of the time). cronbach’s alpha reported by sinclair et al. (2012) for depression was .91. an examination of depressive symptoms in adolescents: the relationship of personality traits and perceived social support 4 islamic guidance and counseling journal vol. 4, no. 1, pp. 1-11, january 2021 procedures by using convenient sampling technique data were collected from diverse colleges and universities of rawalpindi and islamabad. informed consent was shared with respondents and were instructed about questionnaire booklet. they were assured about the confidentiality of provided information. participants were thanked for their participation in study. later on, the collected data was analyzed through statistical tool spss-21. results and discussion results the current study aimed at examining the association between personality traits, perceived social support and depressive symptoms in young adolescents. descriptive statistics, correlation and regression analysis of study variables is as shown in table 1. results indicated satisfactory alpha reliabilities of scales and subscales. table 2. depicts relationship between personality traits, subscales of mspss and depression. according to results neuroticism has significant positive association with depression whereas extraversion, conscientiousness, perceived social support and its subscales have significant negative association with depressive symptoms. however, personality traits including openness and agreeableness have non-significant relationship with depressive symptoms. findings in table 3. specify predictive role of neuroticism and perceived social support in relation to depression. results indicate that neuroticism and perceived social support explained 21% variance in depressive symptoms among adolescents. according to findings neuroticism negatively and perceived social support positively predicts depressive symptoms. discussion the objective of current study was to discover link between personality traits, perceived social support and depressive symptoms in adolescents. different scales used to measure study constructs showed satisfactory internal consistency. results of current study suggest that neuroticism has significant positive association with depressive symptoms. however, extraversion and perceived social support showed significant negative association with depressive symptoms among adolescents. whereas, personality factors such as openness and agreeableness showed non-significant relationship with depressive symptoms. in research field the association between personality traits and depression is a key topic (klein et al., 2011). personality trait such as neuroticism is considered as an important trait related to psychological disorders and physical problems (lahey, 2009). neurotic individuals are more inclined to negative emotions such as sadness, aggression, self-criticism, guilt and fear (watson & clark, 1992). research suggests that emotional stability is opposite to neuroticism in which individual experiences less mood swings and unpleasant emotions (john & srivastava, 1999). consequently, it is obvious that personality trait (neuroticism) is strongly associated with depressive symptoms and anxiety, and in other words broadly with psychopathology (jylha & isometsa, 2006; clark & watson, 1991). results of present study in lined with previous studies that neuroticism has significant positive association with symptoms of depression (hakulinen et al., 2015; yang et al., 2008). literature also suggests that neuroticism has strong relationship with psychological distress (engen 2008; shaheen et al., 2014; shirazi & ansari, 2012). findings of current study suggest that extraversion and conscientiousness has significant negative association with symptoms of depression. results of earlier studies in line with present study (bakker, van der zee, lewig, & dollard, 2006; hakulinen et al., 2015; jylha & isometsa, 2006). some of personality traits including extraversion and conscientiousness are significantly decreases the likelihood of mental problems (haslam, sami, a., & naveeda, n. 5 islamic guidance and counseling journal vol. 4, no. 1, pp. 1-11, january 2021 whelan, & bastian, 2009). extraversion has significant concerns with wellbeing (ozer & benet-martinez, 2006), cognitive performance and (smith & jones, 1992) social interactions (eaton & funder, 2003). according to widiger (2005), the risk and resilience of diverse psychopathology can be assessed by extraversion. additionally, conscientiousness is associated with discipline and goal orientation. a conscientious person has a tendency to strive hard for planned goals and implementing on it (petter, 2017). the association between openness to experience and agreeableness was found nonsignificant with depressive symptoms in current study. the role of openness to experience and table 1. descriptive statistics of personality traits, mspss and dass-21 (n = 302) variables k α m sd neuroticism 3 .83 9.42 1.30 extraversion 3 .67 9.57 1.60 openness e 3 .68 11.22 2.22 agreeableness 3 .40 11.22 2.00 conscientiousness 3 .51 9.20 1.30 mspss 12 .88 60.00 13.75 sos 4 .86 19.75 6.18 family subscale 4 .85 20.41 5.48 friends subscale 4 .81 19.34 5.16 depression 7 .73 6.97 3.99 note. openness e = openness to experience, mspss = multidimensional scale of perceived social support, sos = significant other subscale. table 2. correlation between personality traits, mspss, and depressive symptoms among adolescents (n = 302) variables 1 2 3 4 5 6 7 8 9 10 1 neuroticism 1 -.04 -.05 .04 .07 -.03 .05 -.09 -.03 .35** 2 extraversion 1 .13* .20** .16** .18** .15** .08 .19** -.16** 3 opennesse 1 .17** .25** .13* .08 .16** .09 -.10 4 agreeable 1 .16** .11 .12* .03 .13* -.07 5 consc 1 .11* .06 .14* .07 -.11* 6 mspss 1 .86** .86** .76** -.26** 7 sos 1 .70** .53** -.17** 8 family s 1 .43** -.27** 9 friends s 1 -.17** 10 depression 1 note. openness e = openness to experience, agreeable = agreeableness, consc = conscientiousness, mspss = multidimensional scale of perceived social suport, sos = significant other subscale, family s = family subscale, friends s = friends subscale. table 3. regression analysis of study variables (n = 302) predictors b s.e β (constant) 6.16 2.53 neuroticism 1.08 .16 .35*** extraversion -.20 .13 -.08 openness e -.01 .09 -.00 agreeableness -.06 .10 -.03 conscientiousness -.30 .16 -.09 pss -.06 .01 -.21*** r 2 .21 ∆r2 .19 f 13.14*** note. * p < .05, **p < .01, ***p < .001, openness e = openness to experience, pss = perceived social support. an examination of depressive symptoms in adolescents: the relationship of personality traits and perceived social support 6 islamic guidance and counseling journal vol. 4, no. 1, pp. 1-11, january 2021 its relation to health has being studied but the findings are not consistent (eldesouky, 2012). however, the relationship between openness to experience and depression was nonsignificant (kotov et al., 2010; klein et al., 2011). however, the results of present study contradict with earlier studies (jylha & isometsa, 2006; bakker et al., 2006; chioqueta & stiles, 2005). additionally, study conducted by (bienvenu et al., 2004) showed slightly high mean of depressive patients on a facet of openness to experience. on contrary to literature, ortiz and gandara (2007) reported significant positive association between openness to experience and depression, depicting that association may be assessed when assessed with large sample size. as a good indicator of intellect openness to experience is considered as a good indicator of creativity (eldesouky, 2012). moreover, the non-significant association between agreeableness and depression is supported by previous researches (junni, 2017; leow & lynch, 2016). in line with past studies, the results of current study depicted significant negative association between perceived social support and depressive symptoms (baltaci, & karatas, 2015; cohen & wills, 1985; thoits, 1995). the ability of individual to become positive towards any stressful event makes individual less constraint which protects individual psychological well-being. thus, an individual may become able to cope and control any kind of stressful life event. additionally, past study conducted by teoh and rose (2001) illustrates that low social support is linked to depression, anxiety, low self-esteem, and other psychological problems. it is vivid that social support is an important factor involved in promoting better health and buffer against life stressors. perceived social support acts as a protective factor as it decreases the perception of any situation as a threat and enhances the perception of resources in surrounding (roohafza et al., 2014). furthermore, social support facilitates intrapersonal skills, self-trust, responsibility, and self-control by three dimensions such as warmth, behavioral control and self-determination which decline the chances of psychological issues such as depression and anxiety (oswald & suss, 1994). in present study 19% of variation was contributed by neuroticism and perceived social support. the predictive role of neuroticism with depressive symptoms is reported by different study in research area (de graaf et al., 2002; hayward et al., 2000; kendler et al., 2006; ormel, et al., 2004). it is also found that neuroticism is a good marker of emotional disorders (krueger et al., 1996). however, personality traits such as extraversion, openness to experience, agreeableness and conscientiousness were not found to be significant predictors of depressive symptoms in young adults. limitations and suggestions along with strengths present study has also exhibits some limitations. initially, data was collected with self-measuring inventories. however, structured interviews are recommended. depressive symptoms can be over and under reported by the respondents so future studies should also consider interviews from family, friends and significant others. it is clear that personality traits cannot be properly accessed at single moment that is why longitudina l research design is suggested. implications present study will assist in identifying the personality traits associated with depressive symptoms in adolescents with respect to this specific culture. additionally, findings of current study will help in designing the preventive strategies for individuals from experiencing mental health issues. it will also provide knowledge about the perception of adolescents regarding the provided social support. sami, a., & naveeda, n. 7 islamic guidance and counseling journal vol. 4, no. 1, pp. 1-11, january 2021 conclusions the findings of present study reported significant positive association between neuroticism and depressive symptoms. moreover, significant negative association between was also found between extraversion, conscientiousness and perceived social support. according to results, neuroticism is significant positive and perceived social support is significant negative predictor of depressive symptoms. acknowledgements in the name of allah who is most merciful and beneficent. alhamdulillah, thanks to allah. i also would like to thanks to my mentor my teacher and fatherly figure, dr. abdul rashid for his confidence in me and support. he has always been there for me whenever i needed him. i would like to dedicate this work to him and would like say thanks for all the things that he has done for me. author contributions statement hs worked as the principal investigator for this research project. the study was designed, conceptualized and carried out by him. he had major contribution in devising theoretical framework and reviewing literature pertaining to the study. n has been an integral part of the whole process from brainstorming to writing her input has always been important. she played an important role in data collection and analysis. she worked diligently and with interest and integrity. both authors (hs & n) read and approved the final manuscript. references american psychiatric association. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1177/0163278711424282 https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=smith%2c+a.+p.%2c+%26+jones%2c+d.+m.+%281992%29.+handbook+of+human+performance.+vol.+3%2c+state+and+trait.+academic+press.&btng= https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=teoh%2c+h.+j.%2c+%26+rose%2c+p.+%282001%29.+child+mental+health%3a+integrating+malaysian+needs+with+international+experiences.+mental+health+in+malaysia%2c+103-121.&btng= https://www.jstor.org/stable/2626957?seq=1#page_scan_tab_contents https://www.ncbi.nlm.nih.gov/pmc/articles/pmc486942/ https://doi.org/10.1111/j.1467-6494.1992.tb00980.x https://who.int/news-room/fact-sheets/detail/depression https://doi.org/10.1016/j.jrp.2004.09.010 https://doi.org/10.1016/j.ssmph.2017.07.012 https://doi.org/10.1016/j.jadohealth.2007.09.017 https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=zimet%2c+g.+d.%2c+dahlem%2c+n.+w.%2c+zimet%2c+s.+g.%2c+%26+farley%2c+g.+k.+%281988%29.+the+multidimensional+scale+of+perceived+social+support.+journal+of+personality+assessment%2c+52%2c+30%e2%80%9341.&btng= https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=zimet%2c+g.+d.%2c+dahlem%2c+n.+w.%2c+zimet%2c+s.+g.%2c+%26+farley%2c+g.+k.+%281988%29.+the+multidimensional+scale+of+perceived+social+support.+journal+of+personality+assessment%2c+52%2c+30%e2%80%9341.&btng= https://digitalcommons.brockport.edu/gradconf/2013/program/185 islamic guidance and counseling journal how to cite : hartati, s. (2018). tazkiyatun nafs as an effort to reduce premarital sexual behavior of adolescents. islamic guidance and counseling journal, 1(1), 33-44. https://doi.org/10.25217/igcj.v1i1.207 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj tazkiyatun nafs as an effort to reduce premarital sexual behavior of adolescents sri hartati institut agama islam ma’arif nu (iaimnu) metro, indonesia srihartati2191@gmail.com article information: received january 30, 2018 revised january 30, 2018 accepted january 30, 2018 keywords: tazkiyatun nafs, premarital sexual behavior. abstract this article describes the concept of tazkiyatun nafs as an effort to reduce premarital sexual behavior of adolescents. tazkiyatun nafs is assistance provision process that directed, sustained and systematic to individuals in order to develop self-potential optimally through continuous purification of the soul to suppress the bad tendency and develop a good nature to get closer to allah subhanahu wa ta'ala. this research is focus group discussion type. the results of research stated that tazkiyatun nafs which is used namely ma`rifah, mujahadah, riyadhah and muhasabah. premarital sexual behavior can result in self-destructive. this can be minimized through the change of rational thinking of individuals who will be aware of the consequences of actions and control of their emotional impulses. people who can control themselves tend to keep away from premarital sexual behavior that is included in the act of adultery. through tazkiyatun nafs counselees are expected to build ethical behavior as a servant of allah as well as the khalifah of allah and able to evaluate the behaviors that are less appropriate through learning to be responsible for what they do which include the consequences of the choices and actions. introduction adolescents are in a period that involves them to learn new ways of thinking and behaving that can narrow down their views and limit their choices. according to hurlock, in this case, adolescents experience a period of transition from childhood to adult life (hurlock, 2007). in the transitional period, it is possible to generate a crisis period, which is marked by the tendency of behavioral emergence that is not in accordance with the norms of religion and society. these changes have an impact on behavioral changes in adolescents. the most interesting discussion about adolescents' behavior which is discussed among the people, namely the issue of sexuality. the number of teenagers who have had sexual intercourse before marriage becomes a serious thought for parents, society, educators, clerics and even teenagers themselves (mayasari, 2000) the case of adolescents who have sexual intercourse is a problem that often occurs because according to one phase of adolescent development is a change in sexual interest. adolescence is a phase of development between childhood and adulthood, between the ages of 12 and 21. adolescence consists of early adolescence between 12-15 years old, middle adolescence between 15-18 years old, and late adolescence between18-21 years old. this period has begin the changes of sexual organ (monks & haditomo, 2002). islamic law has a prohibition for its adherents in approaching the behavior of adultery. this is because premarital sexual behavior has a negative impact such as reducing productivity and the development of sexually transmitted diseases. however, the current fact mailto:srihartati2191@gmail.com tazkiyatun nafs as an effort to reduce premarital sexual behavior of adolescents 34 islamic guidance and counseling journal vol. 1, no. 1, pp. 33-44, january 2018 shows that the prohibition in islam is increasingly marginalized which is caused by the flow of globalization. indeed, human beings are the most perfect creation of allah. the perfection is a combination of body and spirit with a tendency to do good and to do evil (r. h. dkk, 2010). through reason and spirit, a human can know what is good in human life. lust and human weakness are illnesses that no human will survive these illnesses except through the exposure of revelation (hawwa, 2002). based on the above, the teachings of islam have provided many alternatives in providing therapy to premarital sexual behavior of adolescents for example by increasing understanding of religion (aini, 2011). because it is so important for the role of this religion for a person, it is not surprising that a british historian, arnold toynbee stated that the crisis experienced by modern europeans was caused by spiritual poverty, while the path of healing exist in religion (masbukin, 2003). therefore, tazkiyatun nafs has an important role in filling the hearts and souls of human beings with positive emotions, so as to achieve ihsan level (hartati, 2017). the attainment of the tazkiyatun nafs method in this paper is that the individual is able to balance between the forces that exist within the self including the body, soul, and spirit in thinking towards the realm of evaluating the emotions and behavior when a situation affects (hartati, 2017). method the nature of this research is descriptive-analysis by describing systematically all the concepts that have relevance to the discussion. then, the author analyzes the appropriate data were collected. this research uses focus group discussion (fgd) approach. the purpose of the fgd is to explore a specific problem related to the topic being discussed. this approach is used with the aim of avoiding the erroneous meaning of the author interpretations about the issues raised in this article. to analyze the obtained data, the author uses content analysis method. content analysis method conducts a deep description of content, written information or printed in mass media (arikunto, 2006) result and discussion tazkiyatun nafs tazkiyatun nafs comes from the word "tazkiyatun" which etymologically means to purify or cleanse, some scholars interpret it as to grow bigger and more (hawwa, 2002). while the word nafs can be interpreted as the soul (qs. al-fajr: 27-30), life (qs. ali-imran: 185), and lust (qs. yusuf: 53). while the scholars interpret it as a force or ego (asy`arie, 2002). nafs or soul has four terms that serve as a basic definition, namely, al-`aql, al-qalb, alnafs and al-ruh. first, aql is always concerned with ethics and behavior that gives a sense that by rational thinking the individual will be aware of the consequences of the actions and control of emotional impulses in view of future (abdullah, 2002). secondly, qalb according to jalaluddin rumi is a very wonderful thinking potential (masharudin, 2002), because qalb serves as a driver and controller of other body parts. third, the nafs is a subtle feeling (lathifah) that exists within the human soul and its substance, but may differ according to the spiritual condition of each (auliya, 2005). the tendency of the nafs is to impose its desires in an attempt to satisfy oneself. while reason plays a limiting force as well as the advisor to the nafs, it gives consideration to the nafs about the positive actions that should be taken and the negative actions to be avoided. fourth, the spirit is the subtle light in the human self by which human can know and feel as the function of the heart, and the spirit is the essence of the heart. sri hartati 35 islamic guidance and counseling journal vol. 1, no. 1, pp. 33-44, january 2018 etymologically, takziah has two meaning namely, sacred and growth (hawwa, 1999). tazkiyatun nafs perfection can be achieved with tazkiyatul aqli from a mischievous aqiqah and evil akhlak. while tazkiyatul aqli can also be achieved with pure monotheism (ridha, 2007). sayyid qutub in tafsir fi dzilalil quran, tazkiyatun nafs is the cleansing of the soul and feelings, purify the charity and sight, life and sex, and the society (qutub, 1967). muhammad itris defined tazkiyatun nafs in mu`jam ta`biraat al-quraniyah, by cleansing the souls of kufr and disobedience and improving oneself with righteous acts. it is done by improving the preparation of the good for the soul that defeats it for bad preparation for him (itris, 1998). moreover, anas ahmad karzon argued that tazkiyatun nafs is to purify the soul from bad tendencies and sin and develop a good fitrah in it that can uphold istiqamah and reach ihsan level (karzon, 2012). thus it can be concluded that tazkiyatun nafs is a process of soul purification continuously to suppress the bad tendency and develop a good fitrah to get closer to allah subhanahu wa ta'ala. tazkiyatun nafs is closely related to the human effort to get closer to allah. the basis of the argument, that allah cannot be approached by people whose souls are impure because allah is the holy god, which can only be approached by the sacred person as well. thus, the level of proximity (qurb), recognition (ma'rifat) and the level of love (mahabbat) of human towards him is dependent on the sanctity of the soul (solihin, 2002). tazkiyah is meant as a way to fix a person from a low level to a higher level in terms of attitude, trait, personality, and character. the more humans do the tazkiyah on the personality traits, the more allah takes them to a higher level. the word tazkiyatun nafs has definitions and ideas about: first, self-development efforts, namely the effort to realize human potentials into noble moral qualities (akhlakul hasanah). second, self-purification efforts, namely the effort to guard against immoral tendencies (akhlakus sayyiah) (effendi, 1991). thus, tazkiyatun nafs method in article is an assistance provision process that directed, sustained and systematic to individuals in order to develop self-potential optimally through continuous purification of the soul to suppress the bad tendency and develop a good nature to get closer to allah subhanahu wa ta'ala. dimension of tazkiyatun nafs tazkiyatun nafs in the meaning of the purification of the soul includes all the efforts of the individual as a person who expects an encounter with his lord. in the concept of the purification of the soul lays down several methods: ma`rifah ma`rifah is knowledge of religion nature secret, which is a higher science than science that commonly found by people in general (saliba, 1979). ma’rifah is knowledge whose object is not on things that are zahir, but more deeply to the inner by knowing the secret. it is based on the view that human reason is able to know the nature of deity, and it is one, and everything comes from one (saliba, 1979). ma'rifah is used to show on one level in sufism. in this sufistic sense, ma'rifah is defined as the science of god through the heart of the soul. knowledge is so complete and clear that the soul feels united with that which knows, that is god (al-kalabazi, 1969). the above opinion is in line with nasution who described that ma'rifah is the relationship of meeting in the form of gnosis, knowledge with the heart of soul (nasution, 1983). from some definitions, it can be seen that ma'rifah is knowing the secrets of god by using the heart. thus the goal to be achieved by this ma'rifah is to know the secrets of god. mujahadah mujahadah is etymologically derived from the word of jahada, has the same root word as the word of jihad, which means being earnest to arrive at the goal (m. dkk ibrahim, n.d.). tazkiyatun nafs as an effort to reduce premarital sexual behavior of adolescents 36 islamic guidance and counseling journal vol. 1, no. 1, pp. 33-44, january 2018 more broadly, mujahadah is a genuine effort to combat the lust (desire) and all sorts of personal ambitions so that the soul becomes pure clean as glass that can immediately grasp whatever is sacred, so it is entitled to obtain essential knowledge about allah and his greatness. thus, the mujahadah is an act of resistance to lust, as it attempts to combat all the bad attitudes and behaviors inflicted by the lust of anger, commonly called as mujâhadah al-nafs (suyuti, 1996). related to that, allah says; َ لََمَع ٱۡلُمۡحِسىِيَه هَُدوْا فِيىَا لَىَۡهِديَىَّهُۡم ُسبُلَىَۚا َوإِنَّ ٱَّللَّ ٦٩َوٱلَِّذيَه َجَٰ and (as for) those who strive hard for us, we will most certainly guide them in our ways; and allah is most surely with the doers of good (q.s. al-ankabut: 69). al-ghazali likened human to a kingdom. where the soul as the king, the territory is the body, as well as the senses and other limbs as the armies. mind as vizier, as well as lust and the nature of anger as a police. the king and the vizier are always trying to bring human to a good path and be blessed by allah. on the contrary, lust and anger always invite human into the path of misguided and wrathful. in order to create calm and happiness in the kingdom (human self), the power of kings and viziers must be above the power of lust and anger. if the opposite happened, the omen of the kingdom would collapse and perish (al-ghazali, 1980). according to al-ghazali, the body is not the place of the soul because something that is jauhar (substance, matter, essence) does not inhabit a particular place. the body is a tool for the soul, while the body can not use the soul. because the soul is baqa while the body is mortal (al-ghazali, 1980). we already know that treating body aches is to bring things together with their opponents. similarly in heart illness. it is different for each individual because the character is different (al-ghazali, 2008). muhasabah muhasabah is to re-examine the heart, the oral deeds, and the other parts of the body (al-yamani, 2012). allah says: َ َخبِيُرُۢ بَِما تَۡعَملُىَن َۚ إِنَّ ٱَّللَّ ٖۖ َوٱتَّقُىْا ٱَّللَّ ا قَدََّمۡت لَِغد َ َوۡلتَىظُۡر وَۡفٞس مَّ أَيُّهَا ٱلَِّذيَه َءاَمىُىْا ٱتَّقُىْا ٱَّللَّ َٰٓ ١٨يََٰ o you who believe! be careful of (your duty to) allah, and let every soul consider what it has sent on for the morrow, and be careful of (your duty to) allah; surely allah is aware of what you do (qs. al-hashr: 18). muhasabah (self-introspection) has two kinds, before worship and after worship. first, muhasabah before worship that someone should pause, reflect on the first time the emergence of the desire to do something. do not hurry until it is clear that doing it is better than leaving it (al-yamani, 2012). second, there are three kinds of muhasabah after the worship: first, selfintrospection of obedience that has been neglected, which is the right of allah. that it has been done haphazardly, which is not proper. though there are six rights of allah associated with one form of obedience. that is, sincerity and loyal to allah in it, follow the prophet, witness it with ihsan witness, witnessed it as the grace of allah, and witnessed the negligence in doing it. second, self-introspection of every practice that better left out than performed. third, self-examination of the mubah case, for what has done. the end of the neglected case, not accompanied by muhasabah, left alone, which is considered easy and trivial is destruction. this is the state of deceived people. they bury their eyes from the various consequences of their depravities while hoping allah subhanahu wa ta'ala forgive them. they never care about sri hartati 37 islamic guidance and counseling journal vol. 1, no. 1, pp. 33-44, january 2018 muhasabah and the consequences of their crime. even if they do, they will immediately perform sin, pursue it and they will be very difficult to leave it (al-yamani, 2012). in conclusion of this description, someone should introspect on the obligatory things (fardhu). if they see any shortcomings to them, they will equip it with qadla '(replacement) or ishlah (improvement). then on the things that are forbidden. if they feel they have ever perfomed it, they should immediately hasten to repent, pray, and practice good deeds that can take away sin. then to the negligence. when they find themselves negligent of the purpose of creation, they should immediately recite dhikr and faces allah swt. then to their utterances, or wherever their legs have walked, or whatever their hands have held, or whatever their ears have heard. riyadhah riyadhah means "practice". the point is spiritual practice to purify the soul by fighting the bodily desires. the process is performed by doing the cleaning or emptying the soul from everything other than allah, then decorate the soul with dhikr, worship, godly worship and noble morals. the practice that included in the practice of riyadhah is to reduce food, reduce sleep to pray at night, avoid useless utterances, and seclusion that is to avoid association with the crowd to be filled with worship, in order to avoid the sin (al-ghazali, 2008). riyadhah al-nafs is how a person's efforts to become a person who has a noble character to avoid the bad characters and deeds. rasulullah (peace be upon him) reminded that morality can be changed by action. so always try to subdue anger, lust and evil. all these traits are guidance from the shari'a. if doing so then the goal has been achieved. it is done with sincerity and patience over something that is hated so that after it becomes a habit (alghazali, 2008). the purpose of riyadhah for a sufi is to control oneself, both the soul and the body, in order to keep the spirit still pure (asmaran, 1994). therefore, riyadhah must be done in earnest and full of willingness. riyadhah that is performed with sincerity can keep a person from making mistakes, either against humans or other creatures, especially against allah. and for a sufi, riyadhah is a means to go to the level of perfection, that is to attain the essence (saifulloh, 1998). one part of sufism is riyadhah (worship practices). riyadhah that is usually done namely, repent, to perform a repentance then it must be zuhud, wara`, faqir, patience, tawakal, and ridha. premarital sexual behavior of adolescent sexual behavior is all behavior that is driven by sexual desire, either with the opposite sex or with the opposite sex (sarwono, 2016). sexual behavior itself has a definition that is manifestation of the sexual urges that can be observed directly through the acts that are reflected in the stages of sexual behavior from the most mild to the most severe (koentjoro, 2000). similarly, soetjiningsih stated that premarital adolescent sexual behavior as sexual behavior that is driven by sexual desire with the opposite sex which performed by teenagers before they get married (soetjiningsih, 2008). furthermore, according to desmita, the definition of premarital sex is any means of expressing and releasing sexual urges from sexual organ maturity. teenagers try to express it in various forms of sexual behavior from dating activities such as holding hands, kissing, making out until performing sexual contact (desmita, 2012). based on some of the above opinions, it can be concluded that premarital sexual behavior is a manifestation of sexual urges expressed through all kinds of sexual acts such as dating, holding hands, kissing, until intercourse between two people with different sex without going through the process of legal marriage according to religion and belief of each individual. tazkiyatun nafs as an effort to reduce premarital sexual behavior of adolescents 38 islamic guidance and counseling journal vol. 1, no. 1, pp. 33-44, january 2018 premarital sexual behavior has a negative impact in weakening someone's faith and reducing teen productivity. in this case, islam clearly forbids its adherents to stay away from adultery (qs. al-israa: 32). however, according to the fact that currently, the ban on premarital sexual behavior has been increasingly marginalized and replaced freely in premarital sexual behavior. form of sexual behavior is the level of behavior performed by the opposite sex couple and the form of behavior is arranged based on the size of sexual satisfaction. kinsey stated that there are four stages of sexual behavior: touching, ranging from holding hands to hugging. kissing, ranging from short kissing to kissing the lips. petting, which is touching the sensitive part of the partner's body and leads to the rise of sexual desire and the sexual intercourse (ih, 1997). sexual desire becomes stronger when there is external stimulation both physical and psychological. sarwono mentioned sexual behavior is influenced by several factors, namely: first, the increase of libido, in an effort to fill the social role, a teen gets motivated from the increase of sexual energy or libido, sexual energy is closely related to physical maturity (sarwono, 2016). second, knowledge. lack of knowledge about reproductive health in adolescents who have begun to develop sexual maturity completely, get less direction from parents about reproductive health, especially about the consequences of premarital sexual behavior then they are difficult to control the stimuli and many sexual opportunities of pornography through mass media that makes them conduct sexual behavior freely without knowing the risks that can occur such as unwanted pregnancies. 1) information media. the presence of the spread of media information and sexual stimulation through mass media that is with the existence of sophisticated technologies such as, internet, magazines, television, video. adolescents tend to want to know and want to try as well as want to imitate what they see and hear because the teenagers in general do not know the complete sexual problems from their parents. 2) religion norms. while the marriage is postponed, religious norms remain in force where one should not engage in sexual intercourse before marriage. in modern society, the ban further develops at other levels such as kissing and masturbating for teenagers who can not resist the tendency to violate the ban. 3) parents. ignorance of parents and the attitude that is still taboo to conduct sex talks with children even tend to make a distance with children. as a result, the teenagers lack of knowledge about sexuality. though the role of parents is very important, especially the provision of knowledge about sexuality. 4) promiscuity. this phenomenon is prevalent in big cities, a lot of freedom in opposite sex relationships in adolescents, the higher the level of parental monitoring on adolescent, the lower the likelihood of deviant behavior on the teenagers (sarwono, 2016). according to research conducted by suryoputro, the factors that influence adolescent sexual behavior in central java are, (a) internal factors (knowledge, aspects of reproductive health, attitudes toward sexual and reproductive health services, behaviors, perceived vulnerabilities to risk, reproductive health, lifestyle, self-control, social activities, confidence, age, religion, and marital status), (b) external factors (contact with information sources, family, socio-culture, values and norms as social support for certain behaviors) (suryoputro, ford, & shaluhiyah, 2006). another study explained the factors that influence sexual behavior namely: 1) age. physical development which include sexual organs that increase the reproductive hormone causes changes in teenage sexual behavior. the curiosity of adolescents on sexual problems is essential in establishing more mature relationships with the opposite sex. explained by bourgeois and wolfish, in adolescence toward adulthood a person begins to feel clearly the increased sexual desire in self. it is characterized by the attraction with others with the desire to get sexual satisfaction (hajar, 2015). 2) gender. biologically the development of female sexuality will be faster to be mature than male (zulkifli, 1986). most teenagers usually have sri hartati 39 islamic guidance and counseling journal vol. 1, no. 1, pp. 33-44, january 2018 developed sexual behavior with the opposite sex in the form of courtship or romance. the percentage of male adolescents who had a girlfriend was slightly higher than women (86.8 percent versus 83.7 percent). in expressing affection, 89.2 percent of adolescents were holding hands, 33.4 percent were kissing lips and 7.9 percent were petting or stimulating. teenagers were asked whether ever had sexual intercourse. based on the survey found that 4.2 percent of male adolescents and 1.1 percent of female adolescents have ever had sex (junaidi, 2016) young men and women have different motivations on experience in dating. according to mcmormick & jessor in santrock explained that men follow a proactive date, while women follow reactive dating rules. the men's rules which include taking dates, controlling common things, and initiating sexual interactions. while the rules for women focused on the deep things and follow the dating plan that has been compiled by men, and respond to men's body movements that lead to sexual (junaidi, 2016). this gender difference gives men a greater power in a relationship. 1) permissiveness is defined as a more free attitude that can accept premarital sexual relations. the current trend is that teenagers are now more likely to be younger to have sex at the first time because of their greater sexual desire than in the past. adolescence is considered as a period of experimenting with rules, roles and fellow relationships. the incessant display of sexuality is associated with a more permissive attitude toward premarital sex and recreational sex (suarayasa, 2013). 2) peer influence, the influence of the environment in the first phase begins with the association with friends. at the age of 9-15 years, friendship is intimate relationship that is bound by the same interests, shared interests and sharing feelings, helping each other to solve common problems. adolescents face the demand to form new and more mature relationships with the opposite sex. the search for identity and independence cause teenagers to spend more time with their peers (maryatun, 2013). the implementation of tazkiyatun nafs on premarital sexual behavior tazkiyatun nafs in this paper exist as an effort to help re-energize the potential within the individual human nature that has been given in the form of aql, qalb, nafs, and ruh (soul) and re-activate faith and piety until developed and functioned properly. the soul in each individual is controlled by the aql and nafs both located within qalb. so that aql and nafs can live because of the spirit with the power of allah. the human nature in the presence of allah is shown through the human way of thinking rationally and realizing that human is the abdullah and khlalifatullah by observing all the commandments in the teachings of the qur'an and hadith and keep away from all forms of allah's prohibition in order to obtain salvation in the world and the hereafter. in its application, the implementation of the tazkiyatun nafs method of premarital sexual behavior uses the stages in rational emotive behavior therapy (rebt) such as: the first phase, the counselee is shown and made aware that they are illogical and irrational. this process helps the counselee understand how and why can be irrational. this stage provides an important role for the counselee to know his potential (ma`rifat). at this stage, the counselee is taught that they have the potential to change that. secondly, at this stage, the counselee is helped to believe that negative thoughts and feelings can be challenged and changed. at this stage, the counselee explores ideas for determining rational objectives. counselors also debate the counselee's irrational thoughts by using questions to oppose the validity of ideas about self, others, and the environment. at this stage, can be included dimension of mujahadah is used as an effort to combat the bad traits and behaviors caused by anger (suyuti, 1996). the application of mujahadah dimension is by opposing irrational thoughts with challenging questions and replacing them into positive and rational thoughts and statements, and doing positive self-talk so as to produce more positive feelings and behaviors. moreover, riyadhah is used as a form of effort to form a person who has a noble tazkiyatun nafs as an effort to reduce premarital sexual behavior of adolescents 40 islamic guidance and counseling journal vol. 1, no. 1, pp. 33-44, january 2018 character (al-ghazali, 2008). in this stage, individuals train themselves to be able to stay away from the tendency of bad behavior which is premarital sex and fill it with commendable behavior. the third phase, in the final stage of the counsel, the counselee is assisted to continuously develop rational thoughts and develop a rational philosophy of life so that the counselee does not get stuck on problems caused by irrational thinking (komalasari, 2014). so, in this case there is the role of muhasabah, muhasabah is used as an attempt to selfevaluate or introspect themselves on everything before and after work. in this case, muhasabah help individuals in changing irrational views that contain a way that is not logical in evaluating themselves, others and the surrounding environment (komalasari, 2014). so through muhasabah, individuals are helped to restore the human nature as the khalifah of allah (khafidz, 2016). through tazkiyatun nafs counselees are expected to build ethical behavior as a servant of allah as well as the khalifah of allah and able to evaluate the behaviors that are less appropriate through learning to be responsible for what they do which include the consequences of the choices and actions. the need of tazkiyatun nafs on the decrease of premarital sexual behavior adolescents experience increased interest and motivation on sexuality (desmita, 2012). the increased interest of adolescent on sexual interest is influenced by maturity factors of sexual organs and hormonal changes that result in the emergence of sexual desire in adolescents. to release the amount of sexual desire, adolescents try to express it in various forms of sexual behavior by dating activities such as holding hands, kissing, making out until performing sexual contact. this is related to premarital sexual behavior of adolescents these days, in which there is expression of puberty, sexual desire and social relations needs, lifestyle and high curiosity as well as role models, to be recognized (cholil, 2013). premarital sexual behavior is any form of behavior that is driven by sexual desire (sarwono, 2016). the above phrase identifies that in conducting such behavior they still see that the norms which prevail in society do not match what they do. so they choose a place that they considered "safe" from the knowledge of the community. so ultimately, premarital sex behavior that is performed affects the psychological as mentioned by mu'tadin namely guilt, irritability, excessive depression and cause aggression (hajar, 2015). sexual behavior can also have an impact on society as a result of being expelled for being exposed to have sex before marriage. in addition, the impact of premarital sex also leads to an increase in cases of sexually transmitted diseases, especially hiv-aids, the still high mortality of young mothers, the spread of abortion practices due to unwanted pregnancies and the tendency of today's teenagers to have sex before marriage (basuki, 2011). religion is necessary in controlling premarital sexual behavior. the level of religious understanding shows that the ability of adolescents to understand and know about religion. therefore, the issue of religious commitment or religiosity is a very individual problem. thus, adolescents desperately need to improve their faith and piety in accordance with their religion, because the understanding of religion that teenagers have can influence them in behaving. in this case, tazkiyatun nafs has an important role as a human effort to get closer to allah. as sayyid qutub had explained in the fizalil qur `an that tazkiyatun nafs is the cleansing of soul and feeling, purifying the worship and outlook of life, cleansing life and sex relationships and cleansing the life of the community (qutub, 1967). tazkiyatun nafs is an islamic counseling approach that uses the principles of purification of the soul. through tazkiyatun nafs, counselors strive to provide targeted, sustained and systematic assistance to individuals so that they can develop their potential optimally through continuous purification of the soul to suppress bad tendencies and develop a good fitrah to get closer to allah. sri hartati 41 islamic guidance and counseling journal vol. 1, no. 1, pp. 33-44, january 2018 hamjah's research showed that there are several aspects of spiritual guidance according to al-ghazali that applied in counseling sessions, especially the concept of tazkiyah al-nafs. in that research results, there is a significant relationship between the spiritual guidance of alghazali's perspective and the effectiveness of counseling. in addition, the results of the research also found that there are differences in the relationship factors with the tendency of counselors to apply al-ghazali thought about spiritual guidance in counseling (hamjah, 2010). similarly as abdullah's research through “model taubat al-ghazali (m-tag)”, he identified eight stages in the process of taubat al-ghazali namely, the guidance of the belief, the guidance of sharia, moral guidance, taubat muhasabah, taubat muatabah (regret), taubat muaqabah, taubat mujahadah and istiqamah, significant acts to change in the process of repentance on the adulterers (s. abdullah, 2014). arifin and hamjah in their study of heart illness identified by counselors and applications of tazkiyah al-nafs through mujahadah al-nafs which include facing pressure, feelings of worry, sad and disappointed emotions and have hate and resentment feelings (arifin & hamjah, 2017). salleh and khafidz also talked about the purification of the soul through the approach of muhasabah in the devotion of prayer as one of the spiritual cleaning process of a muslim to achieve perfection of ubudiyah which confirmed in the qur'an and alsunnah (khafidz, 2016). the process of soul purification is essential in encouraging a muslim who can rid of bad and vile traits. premarital sex behavior is a bad trait and included into the greatest lust of human beings (al-yamani, 2012). this is because premarital sex behavior is the most powerful against reason when passion. shahwat comes first in human rather than reason. if the mind is perfect and strong then reason will impale the lust and get rid of the habits and return the character by force to the pleased path of allah. based on the above description, it can be concluded that premarital sexual behavior can result in self-destructive. this can be minimized through the change of rational thinking of individuals who will be aware of the consequences of actions and control of their emotional impulses. people who can control themselves tend to keep away from premarital sexual behavior that is included in the act of adultery. conclusion tazkiyatun nafs in this research was born as an effort to assist the counselee in the process of provision of assistance that is directed, sustainable and systematic so that he can develop his potential optimally through continuous purification of the soul to suppress the bad tendency and develop a good nature to get closer to allah swt. tazkiyatun nafs used in it include ma`rifah, mujahadah, riyadhah, and muhasabah. tazkiyatun nafs as a form of piety towards allah swt, so in the application of the concept tazkiyatun nafs aims to form a pure creed, sacred soul, knowledge and all activities of his life worth worship. tazkiyatun nafs also form a holy soul and noble person in association and behavior toward his neighbor, who is aware of his rights and obligations so that his soul can be free from disgraceful behavior that can endanger him. references abdullah, m. a. 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(2006). faktor-faktor yang mempengaruhi perilaku seksual remaja di jawa tengah: implikasinya terhadap kebijakan dan layanan kesehatan seksual dan reproduksi. makara kesehatan, 10(1), 29–40. suyuti, a. (1996). percik-percik kesufian. jakarta: pustaka amani. zulkifli. (1986). psikologi perkembangan. bandung: remadja karya. copyright holder : © hartati, s. (2018) first publication right : © islamic guidance and counseling journal this article is under : tazkiyatun nafs as an effort to reduce premarital sexual behavior of adolescents 44 islamic guidance and counseling journal vol. 1, no. 1, pp. 33-44, january 2018 islamic guidance and counseling journal how to cite : situmorang, d. d. b. (2018). how does cognitive behavior therapy view an academic anxiety of the undergraduate thesis? islamic guidance and counseling journal, 1(2), 69-80. https://doi.org/10.25217/igcj.v1i2.221 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj how does cognitive behavior therapy view an academic anxiety of the undergraduate thesis? dominikus david biondi situmorang universitas katolik indonesia atma jaya, indonesia david.biondi@atmajaya.ac.id article information: received: february 21, 2018 revised: may 31, 2018 accepted: july 12, 2018 keywords: cognitive behavior therapy, academic anxiety, undergraduate thesis, millennials college students. abstract the undergraduate thesis is still a terrifying final project for most millennials college students. many of them are procrastinating, avoiding their supervisors, doing non-productive things as a form of anxiety diversion, and the most extreme is to committing suicide as a result of excessive academic anxiety. the educational counselors as one of the college internal agents is expected to solve the problems that often occured. based on cognitive behavior therapy (cbt) approach, the academic anxiety of the undergraduate thesis experienced by millennials college students is a cognitive distortion caused by maladaptive core beliefs. therefore, what we need to know more about how cbt view an academic anxiety of the undergraduate thesis as a problem, so that counselors in indonesia will be able to understand conceptually before do practice of healing counseling to help the millennials college students to be free from this problem in the future. this research uses descriptive analysis and focus group discussion (fgd) approach. the result of this research is cbt-based music can help millennials college students to restore cognitive, affective, and behavioral functions to be adaptive again, so millennials college students are expected to independently optimize their potential, in order to reduce academic anxiety and solve the undergraduate thesis well. introduction the college students before getting their academic degree, must compose a scientific paper called the undergraduate thesis. the undergraduate thesis is a paper that represents a certain scientific understanding that can be accounted scientifically (sudarnoto, pedhu, mamahit, prasetiyo, 2012). as a paper containing scientific content, in the process of making of it, the undergraduate thesis must meet the rules of scientific writing related to content, systematic writing, and writing techniques. in addition through research activities, the undergraduate thesis can also be born from a literature review process, which aims to answer various scientific problems through a systematic method (sudarnoto et al., 2012). most of the millennials college students in indonesia consider that the undergraduate thesis is a quite difficult as final project (situmorang, 2017a, 2017b, 2018a, 2018b, 2018c; situmorang, mulawarman, wibowo, 2018). based on the results of existing studies and research, the cause of high anxiety towards undergraduate thesis is due to the low skill possessed by college students to write, and they have a low interest in their research. furthermore, other research results show that low of achievement motivation and creativity is another predictor that causes of academic anxiety (situmorang, 2015, 2016). based on the foregoing, quite a lot of millennials college students are doing procrastination, avoiding their supervisors, doing unproductive things, and the most extreme is committing to suicide mailto:david.biondi@atmajaya.ac.id how does cognitive behavior therapy view an academic anxiety of the undergraduate thesis? 70 islamic guidance and counseling journal vol. 1, no. 2, pp. 69-80, july 2018 (situmorang, 2017a, 2017b, 2018a, 2018b, 2018c; situmorang, mulawarman, wibowo, 2018). the things that happen to the millennials college students who make the undergraduate thesis are the symptoms of academic anxiety. academic anxiety to the undergraduate thesis is an excessive anxiety about the final scientific task that is very disturbing attention, concentration, and welfare of life. millennials college students who experience an academic anxiety will feel maladaptive in cognitive, affective, psychic, and behavior (situmorang, 2017b, 2018a; situmorang, mulawarman, wibowo, 2018). bandura (1997) provides an understanding that students who have high academic anxiety on the undergraduate thesis is caused by low self-efficacy. self-efficacy is a student's belief about their capability to be able to finish their undergraduate thesis well (purwanto, in prawitasari, 2012). if students' self-efficacy is low, it will have an impact on increasing academic anxiety. meanwhile, if students' self-efficacy is high, it will affect the reduction of intrusive thoughts, which indirectly will decrease the level of academic anxiety to the undergraduate thesis (situmorang, 2017b, 2018a; situmorang, mulawarman, wibowo, 2018). the results of csikszentmilhalyi's research (in schunk, pintrich, & mecce, 2014) conclude that there are two antecedents affecting students' affective responses to academic tasks, the first being the degree of challenge faced by the students, and the second degree of capability or skill possessed by students in completing academic task. based on the two antecedents, students will experience three different affective responses, i.e. there are students who tend to experience boredom, there is also a tendency to experience anxiety, and some are likely to experience drift in the task (flow). students who tend to experience boredom are those who have the view that their degree of capability is higher than the degree of challenge (difficulty task), on the contrary those who tend to experience anxiety are those who have the view that the degree of challenge (difficulty task) that they get beyond capability they have. while the students who experience drift in the task (flow) is for those who have the view that their degree of capability as large as the degree of challenge (difficulty task). furthermore, the approach of cognitive behavior therapy (cbt) has a unique view of the problems experienced by students. cbt considers that students who experience academic anxiety to the undergraduate thesis is a cognitive distortion related to helplessness or inability in preparing the undergraduate thesis (corey, 2013). cognitive distortion if further examined sourced from the maladaptive core belief who have settled for so long in students. core belief is the most basic belief about oneself that is influenced by past experiences. the existence of the belief that powerless, incapable, or not qualified in preparing the undergraduate thesis experienced by students affected by maladaptive core belief (corey, 2013). these are the features of low self-efficacy (bandura, 1997). so, to help students improve their self-efficacy and reduce their academic anxiety, what the counselor needs to do is to help students to restructure their negative thoughts to be more adaptive (situmorang, 2017b, 2018a; situmorang, mulawarman, wibowo, 2018). in an effort to help students to restructure their negative thoughts, corey (2012) states that in the implementation of cbt approach can use some existing counseling techniques, among others; cognitive restructuring, modeling, behavior building exercises, homework, feedback, desensitization, problem solving, stress management, information sharing, meditation and relaxation exercises (through music). furthermore, music intervention as a technique in cbt is supported by several existing literature studies. capuzzi and gross (2012), and sharf (2012), in an integrative approach study discussing the use of music that can be integrated in conventional counseling processes, this process is called music therapy. furthermore, gladding (2016) also provides an advanced understanding that the breakthrough counseling process is now turning to creative counseling that integrates with art therapy in its application. in the study, gladding (2016) describes the use of music in counseling in the dominikus david biondi situmorang 71 islamic guidance and counseling journal vol. 1, no. 2, pp. 69-80, july 2018 main section. gladding (2016) strongly recommends the use of music in the counseling process, because music is universal medium, so it can penetrate cultural boundaries. actually, everyone loves music, regardless of age, gender, religion, race, educational background, economy, and others (djohan, 2006). further support is contained in the literature put forward by wigram, pedersen, and bonde (2002), that the development of the application of music intervention in the world is largely centered on behavior theory, which is more specifically aimed at cognitive behavior therapy (cbt). this is supported by several recent studies related to music therapy based on cbt approach (baker, gleadhill, & dingle, 2007; fredenburg & silverman, 2014; giovagnoli, oliveri, schifano, & raglio, 2014; gómez gallego & gómez garcia, 2017; gomez-romero et al., 2016; hui-chi li et al., 2015; rogers et al., 2007; spahn, 2015; stamoua et al., 2016; vargas, 2015; zhang et al., 2017). these studies have proven the effectiveness of music intervention that has been integrated with the cbt approach for individuals with dementia, alzheimer's, drug addiction, and organ transplants. however, until now research in the education field is still very rare even difficult to find. it was only in 2018 for the first time in indonesia, research on the integration of music therapy with cbt counseling in the field of education emerged. situmorang (2018a) successfully tested the effectiveness of cbt group counseling using passive and active music therapy techniques, both of which effectively reduced the academic anxiety and increased the self-efficacy of millennials students. method the nature of this research is descriptive analysis by describing systematically all the concepts that have relevance to the discussion. then, the author analyzes the appropriate data were collected. this research uses focus group discussion (fgd) approach with 14 respondents about an academic anxiety of the undergraduate thesis. the purpose of the fgd is to explore a specific problem related to the topic being discussed. this approach is used with the aim of avoiding the erroneous meaning of the author interpretations about the issues raised in this article. to analyze the obtained data, the author uses content analysis method. content analysis method conducts a deep description of content, written information (arikunto, 2006). result and discussion academic anxiety according to cornell university (2007), academic anxiety is the result of a growing biochemical process in the body and brain that needs attention. changes occur in response to academic situations, such as completing tasks at university, classroom discussions or exams. when anxiety increases, the body will react or respond to reject or fight for it. according to ottens (1991), academic anxiety is a condition caused by excessive anxiety with the various academic tasks within the educational institution. when anxiety is felt by students is excessive it will negatively affect because students experience psychological pressure, so that students get less good learning results and more avoid the task. this is due to the decrease in attention span, concentration and memory of the students. but on the other hand, anxiety has a positive effect on students because it can motivate students to complete various academic tasks. further, ottens (1991) and cornell university (2007) describe the relationship between anxiety and student performance within the scope of education. if the lower (low) level of anxiety of a student, it will be lower (low) also level of performance in academic achievement. in addition, if the higher (level) of an anxiety of a student, it will be lower (low) also level of performance in academic achievement. however, if a student has a reasonable how does cognitive behavior therapy view an academic anxiety of the undergraduate thesis? 72 islamic guidance and counseling journal vol. 1, no. 2, pp. 69-80, july 2018 level of anxiety or leads to the middle level, it will tend to have a high level of performance (high). this proves that anxiety has a positive effect on students because it can motivate students to complete various academic tasks. picture 1. relationship between anxiety and performance (ottens, 1991; cornell university, 2007) characteristics of academic anxiety situmorang (2018a) states that academic anxiety is an important issue that will affect a large number of learners. there are four characteristics of academic anxiety, e.g.: 1) patterns of anxiety-engendering mental activity: individuals show the thoughts, perceptions, and views that lead to academic difficulties to be faced. this involves three mental activities. first and most important is the concern. individuals often feel insecure about what they do wrong. second, academic anxiety is caused by a maladaptive self-dialogue. self-dialogue in individuals with academic anxiety is often characterized by harsh self-criticism, self-criticism and self-talk panic that results in anxiety and contribute to undermining self-confidence and disrupting the individual within solution to problem. third is the low self-esteem of the individual. individuals have false beliefs about important issues that can lead to academic anxiety, such as how to establish self-worth, how to motivate yourself, and how to overcome anxiety, 2) misdirected attention: this is a big problem in academic anxiety. in general, individuals are expected to concentrate fully on academic tasks, such as reading books, exams, and doing homework. however, individuals who experience academic anxiety let their attention diverge. attention can be diverted through external factors (other learner's behavior, clock, noisy voices), or internal factors (anxiety, daydreaming, and physical reactions), 3) physiological distress: many changes in the body associated with emotions from anxiety become disrupted if interpreted as a dangerous thing or become the main focus of attention during academic tasks take place, 3) inappropriate behaviors: individuals experiencing academic anxiety choose behaviors that lead to inappropriate academic situations. evasiveness (procrastination) is common, such as avoiding the task (talking with friends while studying). individuals who are anxious also answer exam questions in a hurry or too careful to avoid mistakes in the exam. another improper action is to force yourself when in a relax time. cognitive behavior therapy (cbt) approach counseling based on cbt approach is an insight-focused counseling that emphasizes the process of changing negative thoughts and individualized maladaptive beliefs (corey, 2013). the essence of the cbt approach is based on theoretical reasons for how people feel and behave, determined by how they perceive and structure their own experiences. the theoretical assumption of cbt counseling is that human internal communication is accessible to introspection, that counselee beliefs have a very personal meaning, and that this meaning can be found by the counselee of what the counselee is studying or interpreting. dominikus david biondi situmorang 73 islamic guidance and counseling journal vol. 1, no. 2, pp. 69-80, july 2018 cbt counseling essentially aims to change the way maladaptive thinking of counselee by helping them realize automatic thought and cognitive distortion that comes from the core belief that has been settled. then the thing that needs to be done is to help the individual to structure the negative thoughts that belong to the more adaptive thoughts. individuals tend to defend their beliefs about themselves, their world, and their future. the main focus of cbt counseling is to assist counselees in testing and restructuring their core beliefs. by encouraging counselees to collect and consider evidence that supports their beliefs, counselors giving help to counselees to change their moods and behaviors (corey, 2013). the basic aim of cbt approach if a person often experiences maladaptive thoughts can cause stress or psychological disorders. the basic aim of cbt is to eliminate prejudice or cognitive distortion so that individuals can function more effectively. cognitive distortions are challenged, tested, and discussed to bring more positive feelings, behaviors, and thoughts (corey, 2013). thus, when maladaptive thoughts often occur in individuals, the cbt approach is useful for seeking maladaptive thoughts and helping individuals understand the mistakes of thinking and making changes in the thinking of the counselees. characteristics of cbt group counseling cbt has several unique characteristics that distinguish it from other approaches. it relies on the principles and procedures of the scientific method, and the experimental principles derived from systematic learning are applied to assist individuals in changing maladaptive behavior. according to corey (2012), the distinctive characteristic that distinguishes it from other approaches is that cbt has systematic activities for specific purposes and evaluation. concepts and procedures are explicitly stated, tested empirically, and are constantly being revised. assessment and treatment occur simultaneously. the characteristics include: behavioral assessment. the behavioral assessment consists of a set of procedures used to obtain information that will guide the development of a specific treatment plan for each counselee and help measure the effectiveness of the treatment. according to corey (2012), behavioral assessment involves five characteristics consistent with behavioral therapy; (1) behavioral assessment is aimed at collecting unique and detailed information about the counselee's problems, (2) focusing on the function and living conditions of the current counselee; (3) relating to sampling of counselee behavior to provide information about how counselees usually function in various situations, (4) a narrow focus rather than dealing with the personality of the counselee, and (5) integrated with therapy. the main goal of counseling. the most unique aspect of cbt group counseling is regarding specific change objectives. cbt's approach to group counseling focuses more on specific destination areas of change than with other approaches. in cbt group counseling, the early stages of group work devoted to the counsel extend their assessment step by formulating specific statements of personal goals they wish to achieve. identification goals determine the direction of the therapeutic movement. although group leaders guide discussions and work with members, group members choose their personal goals (corey, 2012). group members describe the problematic behaviors they want to change and the new skills they want to learn. counselees' personal goals may reduce anxiety in test situations, eliminate phobias that interfere with effective functioning, overcome depression, learn communication skills, develop problem-solving strategies to cope with the various situations encountered in everyday life, lose weight, and get rid of addiction (for smoking, alcohol, or other drugs). at the start of each session, the agenda is set to prioritize member goals and to explain how time will be used. this agenda was created by members and group leaders. a best cbt group is one that has a collaborative effort. how does cognitive behavior therapy view an academic anxiety of the undergraduate thesis? 74 islamic guidance and counseling journal vol. 1, no. 2, pp. 69-80, july 2018 treatment plan. once the members determine their goals, the treatment plan to achieve these goals is formulated. behavior-oriented on cognitive behavioral techniques; members are expected to take an active role with the task, not just being passive and just talking about their own problems. initially, group leaders generally develop a collaborative plan that includes every member of the group. after the initial assessment is undertaken, the group participants together with the group leader establish an intervention strategy that may be used. ultimately, the person with the problem is the determinant of the strategy or action to take. some of the most commonly used techniques are modeling, formation, behavior training, coaching, work, feedback, cognitive restructuring, desensitization, problem solving, meditation, relaxation exercises (through music), stress management, and information delivery. goal evaluation. once the behavioral objectives have been clearly identified, specific treatment goals, and therapeutic procedures are described, the therapeutic results can be objectively assessed. because the cbt group emphasizes the importance of evaluating the effectiveness of the techniques they use, the assessment of counselee progress toward their own goals. if the group meets for 10 weeks for social skills training, for example, basic data on these skills is likely to be taken in the initial session. at each subsequent session an assessment of behavioral change can be made so that members can determine how the success rate has been met. providing members with feedback is an important part of this cbt group counseling. the decision to use certain techniques based on their effectiveness. the range of these techniques is quite extensive, and many cbt group counseling practitioners are very eclectic in their choice of treatment procedures. they are willing to draw techniques from many therapeutic approaches in helping their members change their thinking patterns, feelings, and behaviors. assumptions of the academic anxiety problem according to cbt based on the basic concepts related to academic anxiety that have been described previously, that academic anxiety is a subjective assessment or individual attitude about thoughts, perceptions, and views that lead to academic difficulties to be faced. individual assessment of academic difficulties based on experience or events, when individuals are exposed to past events or experiences, will affect the way individuals deal with problems, including thinking, feelings, behaviors, and emerging body reactions. so it takes an approach that looks at the individual problem of how the individual thinks, feels, and behaves towards his body. the right approach is the behavioral cognitive approach (cbt). according to situmorang (2017b; 2018a), the behavioral cognitive model (cbt) consists of a hierarchy of thoughts divided into three main parts: (a) negative automatic thoughts (nats): thoughts that arise automatically, quickly, and unconsciously from within the mind when a person is experiencing stress or negative emotions associated with academic difficulties that will be encountered, such as the thought of "the undergraduate thesis is difficult", "the undergraduate thesis is a scary thing", etc., then (b) the basic assumption is the underlying assumption and guide the behavior of the individual day-to-day, set standards, life values, and rules for life. next is (c) core belief, is the most basic belief about self, the belief that academically incapacity and powerless beliefs. the individual's belief in powerlessness is like, "i can not afford to do the undergraduate thesis because my academic ability is less qualified", "i do not have good writing skills", etc. it is this core belief that has persisted and can lead to cognitive distortion, a condition that characterizes depressive thoughts about academic difficulties to be faced, so that individuals experience problems and have a certain picture of the problem. based on the above statements, it can be concluded that when an individual has an academic anxiety it will result in emotional disturbances such as: not confident, anxiety, depression, etc. the condition that characterizes this depressive mind arises because of dominikus david biondi situmorang 75 islamic guidance and counseling journal vol. 1, no. 2, pp. 69-80, july 2018 cognitive distortions or negative thoughts relating to helplessness or incapacity in academics. cognitive distortions are formed from the core beliefs that have settled that is the most basic beliefs about self, the existence of academically incapacity and helpless beliefs, these beliefs are formed based on experience or events experienced by individuals. thus, when individuals experience problems related to academic anxiety, then the thing that needs to be done is to help the individual structure the negative thoughts back to more adaptive thoughts. the following is a form of adaptation of the concept of "hot cross bun" (hcb) and cbt for academic anxiety (situmorang, 2017b; 2018a): picture 2. hot cross bun and cbt for anxiety the past experiences for example: experiencing academic failure (such as not going to high level of class, or getting bad grades), getting labeled as a child who is less intelligent from the environment as a child, the demands of parents for academic value is too high. core belief for example: "i can not do the undergraduate thesis because my academic ability is less qualified", "i do not have good writing skills", "i find it difficult to write undergraduate thesis well because i am not clever", "i am a fool or helpless child", etc. cognitive distortion for example: "if i am smart, i will be able to do undergraduate thesis well", "but if i am stupid, i will not be able to do undergraduate thesis well", "my parents think that i am a person who is helpless or stupid then others will do same thing "," my writing ability is bad, it indicates that i can not write undergraduate thesis well ". triggers (events and situations) for example: undergraduate thesis is a final task that is time-consuming, energy, and mind; quite a lot of students who consider undergraduate thesis as a scary thing, news media reported many suicide cases occurred in students thesis compilers, the amount of undergraduate thesis credit is so large that demanded to get an ideal value so as not to interfere with gpa, get negative label from others if not can pass on time. automatic thought for example: "i am stupid or helpless," i can not make a undergraduate thesis well because i am stupid "," my writing skills are not good "," i am not as smart as my friend ". body reactions heart pounding hard, insomnia, groggy, trembling, etc. affective dissatisfaction with academic ability, low self-esteem, not confident with ability, anxiety and fear of failure, anxious can not pass the study behavior procrastination, avoidance of lecturers, and do non-productive activities result high academic anxiety, low self-efficacy hot cross bun how does cognitive behavior therapy view an academic anxiety of the undergraduate thesis? 76 islamic guidance and counseling journal vol. 1, no. 2, pp. 69-80, july 2018 a b c model for academic anxiety based on cbt approach basic formula: picture 3. model for academic anxiety based on cbt approach a (activating event) one situation where that causes an unpleasant event, the originator may be from the environment or any stimulus that initiates the entire reaction process. b (belief) thoughts, beliefs, or attitudes. c (consequence) the emotion or behavior of a person. c is a consequence of a. where they reflect in their feelings and thoughts. a (activating event) b (belief) c (consequence emotional) c (consequence behavior) undergraduate thesis is enough to spend time, energy, and mind. "i can not do the thesis because my academic ability is less qualified." "i do not have good writing skills." "i'm not as smart as my friend." "i'm confused where to start."  dissatisfaction with academic ability.  low self-esteem.  not confident with personal abilities.  anxious.  fear of failure.  fear of not being able to pass on time.  procrastination.  avoiding supervisors.  conducting nonproductive activities.  if a person have prolonged depression it will lead to suicide. table 1. clinical illustration of abc model effectiveness of cbt-based music to reducing the academic anxiety of millennials research on the provision of conventional counseling services to reduce academic anxiety proved less effective. the first research conducted by zarei, fini and khajehzadeh fini (2010) against millennials college students at the university of hormozgan, iran, proved less effective in reducing their academic anxiety. further research was conducted by ghasemzadeh (2011), regarding the provision of group counseling services with smc: systematic motivational counseling which proved less significant in reducing academic anxiety. vianna, barbosa, carvalhaes, and cunha (2012) suggest that the cause of anxiety is due to the high production of the hormone thyroxine in the human brain. this is what causes the individual easily tired, easily anxious, easily tense, easily afraid, and insomnia, so that individual circumstances become less optimal. to overcome the problem, one must be able to balance themselves in every condition experienced. the human brain has four natural morphine of the body, a positive hormone that can alleviate illness and make life happy. these morphines are endorphins, dopamine, serotonin, and oxytocin. the function of these morphines is that they can make the body more relaxed, reduce anxiety or stress (mucci & mucci, 2002). one of the interventions to increase the production of endorphin and serotonin a b c dominikus david biondi situmorang 77 islamic guidance and counseling journal vol. 1, no. 2, pp. 69-80, july 2018 hormones is by listening to music (laura et al., 2015; wigram et al., 2002; zarate, 2016). psychologically, music has a positive relationship in human life. music can make a person more relaxed, reduce stress, create a sense of security, increase happiness, increase intelligence, increase confidence, and help release pain (djohan, 2006). based on the results of previous research, music as an intervention that can be done in helping a person in reducing anxiety has been proven (lilley et al., 2014; sharma & jagdev, 2012). the use of music can also be given in the counseling process. through music, counselors can make the counseling process more interesting and effective, this is in accordance with the needs of the millennial generation (skudrzyk, 2014). one technique that can assist counselors and counselors in reorganizing ideas, focusing perspectives, emotional externalization, and deepening understanding of experiences or problems is through music (bradley et al., 2014). music can be used as a counseling strategy in the form of relaxation techniques to reduce and overcome anxiety (gladding, 2016; gladding et al., 2015). basically, the application of music therapy is still rare because it is still new, especially in counseling. from the results of a meta-analysis study conducted by dewi (2015), it is suggested that music can be used as an approach in helping individuals who experience physical, behavioral, and psychological barriers to be better. research on the influence of music as a medium of therapy on academic anxiety of millennials students has also been done (rosanty, 2014). from the results of that study, music can be used as an intervention to reduce the academic anxiety experienced by students who make undergraduate thesis. however, this study only proves the use of mozart music as passive music therapy, and has not studied about providing music in active music therapy techniques. it was only in 2018, the first study in indonesia on the application of music therapy in integrated counseling practice using the cbt approach (situmorang, 2018a). this study compares both passive and active music therapy. the results show that the integration of cbt group counseling with music therapy has proved effective in reducing academic anxiety and improving self-efficacy for millennials students. furthermore, the results of this study prove that cbt group counseling with active music therapy techniques is the most effective technique in reducing academic anxiety and improving self-efficacy of millennials students, compared with passive music therapy. conclusion based on the above description, it can be concluded that the academic anxiety experienced by millennials students is a cognitive distortion caused by maladaptive core beliefs. educational counselors or psychologists may conduct counseling services with cbtbased music to assist millennials students in restoring cognitive, affective, and behavioral functions to be adaptive again. it is hoped that after the intervention, millennials students can independently optimize their potential to reduce their academic anxiety and they can complete the undergraduate thesis well. this review can be an interesting topic for follow-up in on-theground practice or for further research. reference arikunto, s. 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(2017). does music therapy enhance behavioral and cognitive function in elderly dementia patients? a systematic review and meta-analysis. ageing research reviews, s15681637(16)30280-x. http://dx.doi.org/doi:10.1016/j.arr.2016.12.003 copyright holder : © situmorang, d. d. b. (2018) first publication right : © islamic guidance and counseling journal this article is under: http://dx.doi.org/10.1016/bs.pbr.2014.11.024 http://dx.doi.org/doi:10.1016/j.aip.2016.08.003 http://dx.doi.org/doi:10.1016/j.arr.2016.12.003 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: sulaiman, a., & uhuegbu, s. (2021). impact of cognitive restructuring and token economy techniques on truancy reduction among secondary school students in lagos state, nigeria. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1081 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung impact of cognitive restructuring and token economy techniques on truancy reduction among secondary school students in lagos state, nigeria afolasade airat sulaiman*, stella ihuoma uhuegbu lagos state university, nigeria sulaaa@yahoo.co.uk* article information: received august 24, 2020 revised october 1, 2020 accepted october 3, 2020 keywords: cognitive restructuring; token economy; truancy; secondary schools abstract this study examined the impact of cognitive restructuring and token economy techniques on the reduction of truancy among secondary school students in lagos state, nigeria. the study adopted a pre-test, post-test, control group design with a multistage sampling technique as the sampling method. judgmental sampling technique was used to select two from the six education districts in lagos state, simple random sampling technique was adopted to select six schools; three schools from each of the two education districts and 170 truants out of the 216 randomly selected based on the class attendance register completed the study. truancy behaviour questionnaire (tbq) with a reliability index of .87 was the instrument for the study. data were analysed and presented with descriptive and anova statistics at .05 level of significance. findings showed that the two techniques were effective for the reduction of truancy but the token economy technique had a better effect. sex had no significant effect on the reduction of truancy but females play truants more than males. based on the findings, the token economy therapy was recommended as an ideal technique for counselling and guiding students against truancy. introduction truancy is one of the many inappropriate behaviours by students in nigeria schools. truancy in this study is an act of leaving school without a good reason at class time and not prior permission to the school. according to unesco institute of statistics (uis, 2016) 8.7 million nigeria children are out of school and more females than males will never get education, they shall be forced to sit at home to take care of their younger ones and do house chores. earlier, statistics released by the office of youth and social development, an arm of the lagos state ministry of youth, sports and social development showed that of all the identified indiscipline acts among students in lagos state secondary schools, truancy had the largest number; 2,095 students followed by gangsters, 427 students (ugbodaga, 2013). several reasons such as peer pressure, poverty, poor academic performance, poor school environment, lack of transport fare, poor social skills, low self-esteem; lack of parental care and poor parenting style have been reported for truancy (ehindero, 2015; makinde, daodu, & topohozin, 2015; okwakpam & okwakpam, 2012; sulaiman, shehu, & hussaini, 2017). however, oliha (2014) asserts that thousands of students are absent from school without an excuse. there appeared to be no consensus in the reports on sex and truancy. some studies (igbo & ihejiene, 2014; odu, alokan, ibimiluyi, iretor, & olotu, 2015; whitney, 1998) reported no significant difference between males and females who indulge in truancy. odu et https://orcid.org/0000-0003-0134-8087 mailto:sulaaa@yahoo.co.uk impact of cognitive restructuring and token economy techniques on truancy reduction among secondary school students in lagos state, nigeria 22 islamic guidance and counseling journal vol. 4, no. 1, pp. 21-32, january 2021 al. (2015) reported that gender does not significantly influence truancy, both male and female students engage in truancy because both sexes are exposed to same psychological, physical, and social environment, which leads to truancy. hence, males and females play truant equally. nevertheless, ehindero (2015), gesinde (2004), fareo (2013), okafor (2012), siziya, muula, & rudatsikira (2007), waden & zabin (2005) reported males to be more truant than females, fareo (2013) found significant difference between male and female students’ involvement in truancy with a 2.9 mean score for males and 2.7 for females. ehindero (2015) reported 44.0% truancy for males and 22.9% for females. on the contrary, reid (2000) asserts that females play truants more than males, especially females from poor homes who are made to sit at home to take care of their younger ones, do house chores, get married or hawk for the survival of the family. the consequences of truancy span through the home, school, community and the students themselves. on the students, the consequence is short-term and long-term. the shortterm effect include maladjustment, poor academic performance, dropping out of school, substance abuse, delinquency, unwanted pregnancy and several other risky psychosocial behaviours while the long term effects are job instability, marital instability, adult criminality and incarceration (corville-smith, ryan, adams, & dalicandro, 1998; rivers, 2010). coley, (2011) added that an estimated 95% of juvenile offenders were those who started as truants. the effects of truancy on schools are loss of funds and failure to meet performance requirements (goldstein, little, & akin-little, 2003) while the community is challenged by the presence of students who engage in criminal activities such as robbery, substance abuse, cultism, political thuggery, vandalism and prostitution. baker, sigmon and nugent (2011) assert that such community will have higher government spending for social services and unproductive citizens. to curb or eradicate truancy, schools adopted some non-therapeutic approaches such as increase supervision, closely monitoring, scolding, punishment and suspension. in addition, as a way of curbing truancy and improving school attendance, the lagos state government made 70% cumulative score the condition for free payment of the senior secondary school certificate examination fee. yet, truancy is evident in schools, many children of secondary school-going age are still seen in entertainment centres, hawking, loitering the streets and engaging in daytime robbery during school hours. studies (anyamene, anyachebelu, & anyikwa, 2017; durosaro, esere, & idowu, 2010; igborgbor, 1984; oliha, 2014; rahmadhony, 2019) also suggested different therapeutic techniques such as value clarification, self-control, self-management, contingency management, group counselling, positive reinforcement, token economy individualized counselling, self-control, cognitive restructuring and systematic desensitization for the reduction of truancy but less focus had been on the use of token economy as a technique and the combination of cognitive restructuring and token economy as therapies for the reduction of truancy among students in nigeria secondary schools. hence, this study chose to examine the effectiveness of the two therapiescognitive restructuring and token economy for the reduction of truancy. cognitive restructuring is one of the numerous techniques used by cognitive behavioural therapist to help clients become aware of the connections between their thoughts, emotions and behaviours. cognitive restructuring is a central technique of cognitive therapy that teaches people how to improve themselves by replacing faulty cognitions with constructive beliefs (corey, 2009). the overall intention when using cognitive restructuring is to help clients move away from more extreme and unhelpful ways of seeing things to more helpful and balanced conclusions. clients can realize that life does not always work out the way they would like it but can be bearable (mcleod & mcleod, 2011). mcleod (2015) asserts that clients learn to distinguish between thoughts and feelings by 1) becoming aware of the ways in which thoughts can influence feelings in unhelpful ways, 2) learning about sulaiman, a., & uhuegbu, s. 23 islamic guidance and counseling journal vol. 4, no. 1, pp. 21-32, january 2021 thoughts that seem to occur automatically, without even realizing how they may affect emotions, 3) evaluating critically whether these automatic thoughts and assumptions are accurate or biased, 4) developing the skills to notice, interrupt and correct these biased thoughts independently, thereby leading to change in attitude, which also affect personality in a positive direction. studies (addison, antwiand, & avonokadzi, 2014). studies (adewusi, 2013; mora, 2011; oliha, 2014; adeyemi & uwakwe, 2014; aderanti & hassan, 2011; durosaro, et al. 2010) have shown that cognitive restructuring is highly effective on the treatment of truancy among secondary school students and various forms of antisocial behaviours. mora (2011) and oliha (2014) reported the effectiveness of cognitive restructuring in truancy reduction among secondary school students in nigeria while others confirmed the effectiveness of cognitive restructuring and other therapies in the reduction truancy among secondary school students. token economy is a behaviour intervention strategy designed to create a positive opportunity by using reinforcers to increase individuals’ extrinsic motivation which comes from external factors (britta, 2014). christopher, doll and barreto (2013) assert that token economy can be in different forms and have an age long usage till date. token economy had been widely used in several settings such as addiction treatment facilities, correctional centres, care centres, schools, industries and mental homes. britta (2014) avers that the flexibility of token economy is one of its most desirable features that makes it easy to apply in a variety of settings and population. therapeutic studies (britta, 2014; carnett, raulston, lang, tostanoski, lee, sigafoos, & machalicek, 2014; lewis, 1995; nelson, 2010; ogunwole, bello & zakariyah, 2017; rahmadhony, 2019; reitman, murphy, stephen, hupp, & o’callaghan, 2004; sran & borrero, 2010) on token economy reported positive effects on respondents’ behaviour, after the introduction of token economy, there were significant reduction in disruptive behaviours compared to baseline rates. however, the use of token economy for the reduction of truancy is scarce in the literature, studies focused more on academic achievement, classroom disruptive behaviours and other maladjustive behaviours. maggin, chafouleas, goddard and johnson (2011) assert that token economy has been used in the improvement of social and academic skills, attention, speech, drug addiction, self-care and disruptive behaviours. britta (2014), nelson (2010), aljuhaish (2015) and ogunwole et al. (2017) studies were on token economy and classroom performance, participation and achievement. reitman et al. (2004) reported decrease in classroom disruptive behaviours for token economy while carnett et al. (2014) study was on token economy and autistic behaviour. only the studies of rahmadhony (2019) and lewis (1995) out of the reviewed literature focused on token economy and truancy. in addition, therapeutic studies on truancy did not combine the use of token economy with cognitive restructuring. adeyemi and uwakwe (2014) combined cognitive restructuring with social-decision making techniques for the increase in school attendance, oliha (2014) combined contingency management and cognitive restructuring for truancy reduction while mora (2011) used only cognitive restructuring technique and igborgbor (1984) earlier used value clarification techniques for truancy reduction. hence the focus of this study, what will be the outcome of combining token economy with cognitive restructuring in the reduction of truancy and which of the two therapies will be more effective? rationale of the current study to ensure the development of a fully functioning individual that will contribute effectively to national development, the counsellor is always concerned about students’ overall adjustment. since truancy is identified as a gateway to crime, delinquent behaviors and low human capital potentials, it defeats the philosophy of nigeria national policy on education and calls for appropriate counselling intervention. as earlier noted, several studies impact of cognitive restructuring and token economy techniques on truancy reduction among secondary school students in lagos state, nigeria 24 islamic guidance and counseling journal vol. 4, no. 1, pp. 21-32, january 2021 have suggested different therapeutic techniques for the reduction of truancy but few studies have focused on the use of token economy as a technique and the combination of cognitive restructuring and token economy as therapies for the reduction of truancy among students in nigeria secondary schools. hence, this study chose to examine the effectiveness of the two therapiescognitive restructuring and token economy for the reduction of truancy among secondary school students in lagos state, nigeria. hypotheses 1. there is no significant effect of treatment on truancy reduction among secondary school students in lagos state. 2. there is no significant interaction effect of treatments and sex on truancy reduction among secondary school students in lagos state. 3. there is no significant main effect of treatments on truancy reduction among secondary school students in lagos state. 4. there is no significant main effect of sex on truancy among secondary school students. methods research design the design adopted for the study was experimental; 3 x 2 pre-test, post-test, control group. the choice of the design was because the study met the conditions for experimental design, which are randomization, homogeneity of variables and the use of treatments cognitive restructuring and token economy. participants were exposed to the same instrument truant behaviour questionnaire (tbq) before and after treatment. each school was assigned to only one of six groups by simple random sampling. truants from each school36, 18 males and 18 females were randomly assigned to each group, two schools for each treatment. participants the sample selected for the study was 216 male and female truants from six randomly selected public secondary school in lagos state. though, due to attrition only 170 completed the treatment. participants whose age range from 11-19 years were randomly selected from the number of students identified as truants in each of the selected schools. three schools were randomly selected from two education districts and 36 truants’ 18 males and 18 females were randomly selected. judgmental sampling technique was used to select the two education districts from the six education districts in lagos state, the choice of the two districts was premise on densely population and adequate representation of all socio-economic strata in the state. truants were identified from the class attendance register, those having incredibly low attendance, students who were absent from school for a minimum of 20 days out of the 110 days in each of the first and second school term. instrument the instrument for the study was the truancy behaviour questionnaire (tbq). tbq is a self-developed tool, which was divided into two sections. the first section required demographic information such as age, sex, religion and class from respondents. the second section consist of 41items on truancy such as hang out with friends, got tired of school, needed a break from school, in conflict with peers, not comfortable in class, too many difficult subjects, too many difficult questions from teachers. the rating of tbq was fourpointstrongly agree = 4points, agree = 3 points, disagree = 2 points and strongly disagree = 1 point. the minimum obtainable score was 30 while the maximum was 120, low scores indicate casual/low truancy and high scores 65-120 was habitual truancy. sulaiman, a., & uhuegbu, s. 25 islamic guidance and counseling journal vol. 4, no. 1, pp. 21-32, january 2021 face and content validity for tbq was established by psychometric experts and faculty members of lagos state university, counselling department. in establishing content validity, experts and target group’s recommendations were adopted on grammar, using appropriate and correct words, applying correct and proper order of words in items and appropriate scoring. reliability of tbq was determined using cronbach alpha value. the instrument was administered to a sample of 60 truants who were purposely selected from secondary schools in one of the education districts outside of the selected districts for the study. tbq yielded a reliability index of .87, which declared the instrument reliable. treatment package cognitive restructuring: treatment group 1 the package was an eight sessions of 45 minutes per session for eight weeks, designed to assist participants to restructure their negative thought and attitude towards school attendance. the first session focused on the enlightenment of participants on the purpose of the programme and pre tbq test, the next six sessions were for treatment, participants were taught cognitive restructuring strategies and the last session was for post tbq test. token economy technique: treatment group 2 the package had two parallel sessions; token award and 45 minutes of intervention for eight weeks. token award sessions involved daily monitoring of participants by the class teachers on class attendance and the award of tokens to deserving participants. tokens were exchanged for tangible items; balls, lunch, quality white socks, and mathematical sets by the researcher. as in cognitive restructuring, the first session of the intervention programme was for introduction and enlightenment on details of programme and pre tbq test. the next 6 sessions were for treatment, teaching of skills and the last session was for conclusion and post tbq test. data analysis data was analysed using descriptive statisticsmean score and standard deviation for hypothesis one and inferential statisticsanova for the other hypothesis. tukey honestly significant difference (hsd) test was adopted for the direction of the difference in results. results and discussion results pre-treatment and post-treatment scores of respondents on tbq were compared. results presented in table 1 show the effect of treatment in the reduction of truancy across groups. low mean score 55.78, 48.63 indicated drastic reduction in truancy for respondents in the treatment groups; cognitive restructuring and token economy with a sharp contrast to the mean score 70.94 of respondents in the control group. high scores on tbq is an indication of truancy for respondents. to explore the impact of treatmentcognitive restructuring and token economy on truancy reduction and the interaction effect of sex, a two-way between-groups analysis of variance was conducted. respondents were divided into three groups: cognitive restructuring, table 1. effect of treatment on truancy reduction groups n pre-treatment post-treatment mean sd mean sd token economy 72 75.56 6.57 48.63 7.82 cognitive restructuring 45 75.42 9.70 55.78 5.91 control group 53 73.61 8.64 70.94 9.97 impact of cognitive restructuring and token economy techniques on truancy reduction among secondary school students in lagos state, nigeria 26 islamic guidance and counseling journal vol. 4, no. 1, pp. 21-32, january 2021 token economy and control based on the number of times they were absent from school, 20 days out of 110 days as indicated on the school attendance register. results presented in table 2 show that the interaction effect between treatment group and sex was not statistically significant, f(2, 164) = .17, p =.85. there was a statistically significant main effect for treatment, f(2,164) = 113.45, p = .00 but no statistically significant main effect for sex, f(1,164) = .59, p = .45. hence, indicating that reduction in truancy is not dependent on sex, being male or female does not influence truancy reduction and males and females do not differ in terms of their truancy scores, but there is was a difference in scores for treatment groups further, post-hoc comparisons using the tukey hsd test presented in table 3 was conducted to identify the area of significance and ascertain the better of the two techniques for the reduction of truancy. the mean scores for the token economy group, m = 48.63. sd = 7.82 and the cognitive restructuring group, m = 55.78. sd = 5.91 were significantly different from the control group’s mean score, m = 70.94, sd = 9.97 with mean difference score 22.24, 15.30 respectively. this indicated that both treatments were appropriate for the reduction of truancy but token economy with a lower truancy mean score, a higher mean difference from control group and a 6.95 mean score difference from cognitive restructuring is more appropriate for the reduction of truancy among participants. discussion the significant main effect of treatment confirmed the effectiveness of cognitive restructuring and token economy as appropriate strategies for the reduction of truancy. several studies (adewusi, 2013; oliha, 2014; adeyemi & uwakwe, 2014; aderanti & hassan, 2011; durosaro, et. al 2010; mora, 2011) earlier reported the efficacy of cognitive restructuring for truancy reduction and various forms of antisocial behaviours. mora (2011) and oliha (2014) reported the effectiveness of cognitive restructuring in truancy reduction among secondary school students in nigeria. though few studies were reported for token economy and truancy reduction but numerous studies have reported its efficacy for the reduction of disruptive behaviours in a various settings and population (britta, 2014; carnett, table 2. anova test of treatment effect and interaction effect of sex on truancy reduction source type iii sum of squares df mean square f p partial eta squared corrected model 15435.617 a 5 3087.123 46.048 .000 .584 intercept 536091.603 1 536091.603 7996.426 .000 .980 treatment 15211.074 2 7605.537 113.445 .000 .580 sex 39.368 1 39.368 .587 .445 .004 treatment * sex 22.137 2 11.069 .165 .848 .002 error 10994.789 164 67.041 total 588033.000 170 corrected total 26430.406 169 r squared = .584 (adjusted r squared = .571) table 3. post-hoc of significant main effect for treatment treatment i treatment j mean diff. (i-j) std. error sig. token cognitive -6.950 * 1.599 .000 control -22.244 * 1.486 .000 cognitive token 6.950 * 1.599 .000 control -15.294 * 1.703 .000 control token 22.244 * 1.486 .000 cognitive 15.294 * 1.703 .000 *** the mean difference is significant at the .05 level. sulaiman, a., & uhuegbu, s. 27 islamic guidance and counseling journal vol. 4, no. 1, pp. 21-32, january 2021 et al. 2014; lewis, 1995; nelson, 2010; ogunwole, bello & zakariyah, 2017; rahmadhony, 2019; reitman et al. 2004; sran & borrero, 2010). rahmadhony (2019) and lewis (1995) reported the efficacy of token economy for the reduction of truancy. in addition, token economy technique was found to be more effective for the reduction of truancy than cognitive restructuring technique. the fact that students in the token economy groups did not play truant during the treatment period proved that truant behaviour is amendable when reinforcement inform of tokens are applied. participants were looking forward to receiving gifts for attending school for the week. the effectiveness of token economy could therefore be attributed to its reward system. there is the need for students to take responsibility for their actions. they should become goal oriented and intrinsically motivated not to get trapped in negative peer attitude, but rather imbibe honourable qualities in themselves. hence the teaching of different personal and social skills becomes mandatory. parents need to be more involved in their wards school activities through regular update and follow up on their specific needs, school attendance and performance. parents will also need to learn appropriate parenting skills to imbibe self-discipline and foster worthwhile development of their wards. parents should stop being stereotyped, no preferential treatment should be given to any particular sex. females should be treated same as boys even in schooling. teachers must adopt individualized strategies to motivate students’ school attendance such as 1) identify poor students in order to get supports for their needs such as scholarships, sponsorships, medical care, social support, counselling and legal assistance, 2) dentify classroom challenges such as bullies and curtail their acts not to frighten the weak from attending classes, 3) ensure students are actively involved in learning by giving different tasks and follow-up strictly with prompt feedbacks, 4) adopt the use of different teaching method with adequate visual learning aids such as graphics, charts, diagrams, photographs and most importantly real objects, 5) endeavour to take classroom attendance regularly; twice daily morning and afternoon, to detect students who miss school daily and to promptly get their parents informed thereby nipping truancy in the bud, and 6) appropriate punishment methods should be adopted in place of hard labour and corporal punishment for erring students. government must become more serious by enacting strict truancy laws, which will force parents to be more involved in the schooling and wellbeing of their wards thereby reducing truancy and increasing school attendance. placement of professional counsellors into schools and the provision of functional and well-equipped counselling centres. the nigeria national policy on education emphasized the importance and need of counsellor in schools. the present act of not placing counsellors into schools and not allowing the few placed into schools to function fully as counsellors negates the national policy on education. the presence of fully functioning counsellors to manage the personal, social, vocational and academic needs of students will go a long way in ensuring preventive interventions. appointment of school counsellors for school counselling programmes will foster synergy between the home and school, encourage the learning of appropriate parenting skills, positive practice in punishment as well as rules and regulation guiding punishment. counsellors will inculcate truancy reduction programmes into the school counselling programme. emphasis will be on teaching erring students’ appropriate truancy reduction therapies more importantly token economy as found in this study and self-management skills that could help students challenge their self-defeating thoughts, change their irrational beliefs, substitute realistic perceptions and develop positive self. the school counsellor in collaboration with the school authority will create intensive awareness on value orientation and emphasis on the damaging effect of truancy and the attendant consequences. impact of cognitive restructuring and token economy techniques on truancy reduction among secondary school students in lagos state, nigeria 28 islamic guidance and counseling journal vol. 4, no. 1, pp. 21-32, january 2021 massive enlightenment programmes through the media: print, social, electronic on truancy implications for truants and the responsibilities of all concerned in ensuring its eradication. emphasis must be on the need of our community to revisit the “collectiveness” of our community; “the i am because we are”. no student must be allowed to play truant. the responsibility of checking and reporting any school age child found out of school during school hours fall on all adults. any school age child found out of school during school hours should be reported to the school, the parent or concerned authorities. limitations and suggestions even though, no significant interactive and main effect were found for sex, yet, it was observed that females play truants more than males, a significant number of the students sampled for the study did not complete the eight weeks of treatment; 46, 32 females and 14 males of the 216 sampled. this further emphasized the prevalence of truancy among students in lagos state secondary schools, confirmed the disparity in the literature for sex and truancy and validate fareo (2013) and reid (2000) assertion that females played truants more than males. unesco institute of statistics (uis, 2016) reported that females may never have the opportunity of schooling because they would be forced to sit at home to take care of their younger ones and do house chores. the no interaction effect for sex corroborate odu et al. (2015) and igbo and ihejiene (2014) report that males and females played truant equally, being a male or female has no influence on being a truant because truancy is a learned behaviour that both sexes are exposed to. both sexes are exposed to same psychological, physical, and social environment, which leads to truancy. this perhaps also served as the limitation for the study as the researchers were not able to hold the students in the groups throughout the study. hence, further studies should be carried out at other school strata: primary, higher institutions to ascertain if truancy is actually a learned culture which is played across all levels of education and socio-economic status. other studies could also examine the effectiveness of token economy with other counselling techniques. implications the findings of this study pointed to the need for counsellors to adopt individualised and preventive counselling, hence, there is need to 1) focus more on the casual factors of truancy and ensure interventions are directed towards preventing the manifestation of such factors, 2) establish synergy between the school and home, teaching appropriate parenting style and truancy identification strategies, 3) constantly highlight the consequences of truancy on students’ present and future endeavour, 4) collaborate with the school administrators to monitor teachers and their teaching styles including effective use of instructional materials to facilitate learners’ interest in subjects and schooling, 5) organise training for teachers on different skills and techniques that could facilitates teach and learning as well as behavioural change. conclusions the thesis of this study to determine the efficacy of cognitive restructuring and token economy techniques for the reduction of truancy among students in lagos secondary schools has been achieved. this study has been able to provide information on appropriate therapy for the reduction of truancy and the process of achieving same. token economy with its reward system appeared more appropriate for the reduction of truancy, it has emphasised the importance of rewards in place of punishment and that of skills training instead of merely offering information. teaching learners how to become responsible for their actions is more effective than passing instruction on what must not be done. also it has been established that sulaiman, a., & uhuegbu, s. 29 islamic guidance and counseling journal vol. 4, no. 1, pp. 21-32, january 2021 females played truants more than males, thus calling for attitudinal change. the burden of family care should be lifted from the shoulders of females and their schooling should not be mortgaged for any reason whatsoever. going by the policy on education to appoint fully functioning counsellors that will develop a functional counselling programme for the school will go a long way in facilitating the eradication of truancy in schools. acknowledgements we sincerely appreciate the cooperation of the administrators, teachers and students of the schools used for the study. author contributions statement aas organised and supervised the treatment setting, validated the instrument and the treatment packages, analysed the data generated and wrote the manuscript. siu organised students in the sampled schools, carried out the treatments, testing and generated results for statistical analyses. references addison, a. k., antwi, t. & avonokadzi i. k. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=sulaiman%2c+a.+a.%2c+shehu%2c+h.%2c+%26+hussaini%2c+n.+%282017%29.+impact+of+physical+facilities+on+discipline%2c+extra-curricular+activities+and+teaching+and+learning+in+mable+secondary+schools%2c+uganda.+the+malaysia+journal+of+psychology%2c+31%281%29%2c+20-28&btng= https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=sulaiman%2c+a.+a.%2c+shehu%2c+h.%2c+%26+hussaini%2c+n.+%282017%29.+impact+of+physical+facilities+on+discipline%2c+extra-curricular+activities+and+teaching+and+learning+in+mable+secondary+schools%2c+uganda.+the+malaysia+journal+of+psychology%2c+31%281%29%2c+20-28&btng= https://www.pmnewsnigeria.com/ http://uis.unesco.org/ https://doi.org/10.1080/13557850500115744 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: rassool, g. (2021). re-examining the anatomy of islamic psychotherapy and counselling: envisioned and enacted practices. islamic guidance and counseling journal, 4(2). https://doi.org/10.25217/igcj.v4i2.1840 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung re-examining the anatomy of islamic psychotherapy and counselling: envisioned and enacted practices goolam hussein rassool riphah international university, pakistan ghussein.rasool@riphah.edu.pk article information: received october 10, 2021 revised october 19, 2021 accepted november 1, 2021 keywords: counselling; islamic psychotherapy; muslims, psychotherapy; spiritual abstract islam is a major world religion and considered one of the abrahamic, monotheistic faiths, focusing on monotheistic belief. the population of muslims is estimated to be over one billion people and it is a heterogeneous rather than homogeneous community. muslim communities are made of different race, ethnic groups’ nationalities and cultures across the globe and united by their common islamic faith. there has been an exponential growth of muslim communities in most countries of the west and southern hemispheres. this growth has resulted in an increased prevalence of psychosocial and mental health problems leading to a demand of psychotherapeutic and mental health services. the increased of mental health problems among the muslim communities has brought new challenges to therapists to provide a non-eurocentric therapy approach based on the worldview of their muslim clients. it is argued that mainstream psychology has lost its ‘soul’ and is largely devoid of the psycho-spiritual concerns of their clients. the therapeutic interventions of mainstream therapies, based upon a mono-cultural perspective, are failing to meet the holistic needs of muslims. based on the increasing recognition of the need to provide holistic therapy, a new paradigm shift is needed in the development of islamic psychotherapy and counselling. introduction there has been an increasing diversity of muslim communities throughout europe and other countries, both as new immigrants and refugees, and indigenous muslims. they are no longer invisible minorities. factors such as racism, covert hostility, fear, hatred, prejudice toward islam and muslims have given rise to microaggressions and islamophobia. the health disparity and the social and economic marginalisation of muslims have compounded their burden of psychosocial and mental health problems. the emergence of this cluster of muslim communities is a reality that challenges mainstream therapists and service provision to provide holistic and worldview oriented therapeutic approaches to their clients. the main contention is that traditional psychology and its clinical application has largely been ethnocentric in its orientation, training and application based on the anglo-saxons, white middle-class value system (katz, 1985; naidoo & kagee, 2009), which is alien to most muslims. these notions have led to therapeutic interventions without the „soul‟. one of the criticisms of the ethnocentric approaches to psychotherapy and counselling is that it “demonises and oppresses individuals and groups whole cultures.” (charema & shizha, 2008). despite an “increased attention to diversity and multiculturalism in the counselling https://orcid.org/0000-0002-1584-7381 mailto:ghussein.rasool@riphah.edu.pk re-examining the anatomy of islamic psychotherapy and counselling: envisioned and enacted practices 134 islamic guidance and counseling journal vol. 4, no. 2, pp. 133-143, january 2021 profession” (walden et al., 2003), there is a need for a new for a paradigm shift to have more openness to multi-cultural diversities and a greater acceptance of other worldviews and culturally-oriented therapeutic practices (rassool, 2015). however, having a menu of the summaries on islam with a “laundry lists” of guidelines on cultural values, traditions and counselling practices risk reinforcing the inherent institutional racism, stereotypes and prejudices (rassool, 2015). for muslim clients, trials and tribulations and human suffering are part of the life journey, and a component of the spiritual/religious dimensions of health and illness. the spiritual / religious dimension becomes part of the salvation process and an important part of their coping strategies. muslim religious beliefs have an impact on the mental health of individuals, families and communities, and are considered a central component of identity (nassar-mcmillan & hakim-larson, 2003). there is ample evidence of the relevance of religiosity and spirituality in the lives of individuals. the findings of a meta-analysis of over 300 studies have showed that a positive relationship exists between spiritual or religious factors and health (thoresen, 1999). however, this was not demonstrated in all the cases. religious involvement has generally been conducive to better well-being and mental health outcomes (ano & vasconcelles, 2005; brawer et al., 2002; cotton et al., 2007; johnstone et al., 2012). in psychotherapeutic practice, spirituality has been identified as playing a central role in the outcomes of clients but the process of how it can be applied to enhance clients‟ positive psychosocial outcomes in clinical setting remains somewhat limited (blando, 2006). islamic psychotherapy is at variance with the western-oriented counselling approaches in several perspectives including the rejection of the underlying philosophical principles of the nature of man and the development of personality; the promotion of collectivistic value system; the instillation of ethical standards; and the integration of islamic beliefs and practices. the aims of this paper are to examine the barriers that inhibit patients from seeking mainstream psychotherapy, to compare and contrast between psychotherapy or counselling (the term psychotherapy is synonymous with counselling in the context of this paper) and islamic psychotherapy. the contrast between mainstream psychotherapy and islamic psychotherapy or counselling are based on the religious relationship; the sources of knowledge; what causes illness and maintain sound mental health and responses to illness; and the values, growth and development of both types of therapies. in addition, the focus, purpose, process and intervention strategies of psychotherapy and islamic psychotherapy are compared. spiritual interventions from an islamic perspective are presented. understanding worldview of muslim clients the spirituality, beliefs and worldviews of muslim clients in the management of psychosocial and mental health problems are well recognized (ansary & salloum, 2012; blando, 2006; fischer et al., 2010; hanin hamjah & mat akhir, 2014; haque & kamil, 2011). therapists need to have self-awareness and avoid the misperception of beliefs and practices of muslims. what is of real significance is the familiarity needed with the health beliefs and health seeking behaviours of muslims. the heterogeneity and ethnic diversity of muslim clients means that it has become increasingly important to be cognisant with the sociological, cultural, psychological and religious perspective of the muslim clients. according to rassool (2015) “individuals‟ perceptions and beliefs regarding health and sickness, especially mental health, are deeply rooted in the spiritual traditions of muslim communities”. the assessment of the health beliefs and the religiosity identity of muslim clients need to be undertaken as a matter of good practice. however, therapists should be cautious in their understanding that not all muslims are religious. there seemed to be significant minorities of non-practicing muslims living in the west and they are identified (or rassool, g 135 islamic guidance and counseling journal vol. 4, no. 2, pp. 132-144, january 2021 openly self-identify) as cultural muslims. though, those muslims would not perceive themselves as cultural muslims because their primary identification is with their religious practices (rassool, 2015). during the process of building the therapeutic relationship, therapists need have self-awareness of, and be cognisant with, some of the religio-cultural factors that may impinge on the client-therapist relationship. by having this core knowledge of these factors would facilitate therapists in relationship building, assessment, communication strategies and therapeutic interventions. there is an understanding that having the knowledge of the religio-cultural practices of muslims, and having cultural sensitivity remain important characteristics of effective therapy (altareb, 1996; sumari & jalal, 2013). therapy is taboo however, for most muslims, therapy is taboo. there is a growing literature that indicates the reluctance among some muslims to success service provision and secularoriented therapy for their mental health problems. muslims are disinclined to seek psychotherapy or counselling because of the following factors: they consider it degrading or inappropriate to self-disclose personal information to a non-muslim therapist; therapists are viewed as being insensitive to cultural and special needs; muslims are reported they want their concerns addressed from a religious viewpoint‟; muslims expressed a hesitancy to trust mental health services and professional; muslims have the fears that their islamic values may not be respected; their ailments are a punishment from god, so no need for therapy or other pharmacological treatment; muslims have limited knowledge and familiar with mental health services; because of perceived stigma; stigma associated with mental illness, shame; distrust; the use of informal indigenous resources; accessibility of muslim therapists and therapists within the muslim community; perceptions that their religious and cultural needs not being accommodated for; communication difficulties; mistrust and perceived discrimination; seeking counsel outside of the family for personal reasons; reservations towards western psychology; shame and guilt towards family or community, and unfamiliar with the role of the therapist (al-krenawi & graham, 2000; aloud & rathur, 2009; ansary & salloum, 2012; eltaiba, 2014; kobeisy, 2001; nassar-mcmillan & hakim-larson, 2003; padela et al., 2012; turkes-habibovic, 2011). mah (2015) suggested that “although muslims from a religious perspective consider seeking help for treatment of illnesses an obligation, their help seeking with western professionals may be affected by their distrust in non-muslims‟ worldviews and attitudes toward them and their faith, or negative experiences they have had in the past.”. the need for a new paradigm in the development of islamic psychotherapy and counselling is beyond dispute. islamic psychotherapy: concepts and models islam psychotherapy is a contemporary response as a therapeutic approach in meeting the changing psychosocial and mental health needs of the muslim patients. the notion of this approach is the understanding of the nature of human beings which incorporates spirituality into the therapeutic process. rassool (2018) suggested that “the formal and informal literature encompassed a number of tentative explanations and definition of islamic psychotherapy. in reality, many authors discussed islamic psychology rather than islamic psychotherapy. even though classified as a new phenomenon, islamic therapy or counselling is fundamentally as old as the beginning of spirituality in islam.” that is, the rationale for the coined phrase of the „dodo bird revival of islamic counselling‟ (rassool, 2018). zakaria & akhir (2016) have categoried the definitions of islamic counselling and psychotherapy into three dimensions: traditional, modification and integrative. from the traditional approach to counselling, this is referred to as the psychological advice and wisdom practiced by prophet re-examining the anatomy of islamic psychotherapy and counselling: envisioned and enacted practices 136 islamic guidance and counseling journal vol. 4, no. 2, pp. 133-143, january 2021 muhammad or islamic advice system, based on islamic theology. in the modification dimension, islamic counselling is similar to orthodox counseling, with islamic elements of beliefs and practices embedded in the philosophy and intervention strategies. the integrative dimension defining counseling as an integration of main aspects in conventional counseling with the fundamental aspects in islam (aqīdah (faith), ibādah (worship) and shari‟ah). in the context of this paper, islamic counselling is referred to as a form of counselling which incorporates spirituality into the therapeutic process. islamic counselling, thus, is an application of therapeutic interventions using counselling approaches that are congruent with islamic beliefs and practices, and spiritual interventions. there are several models of islamic psychotherapy including the model developed by stephen maynard & associates. this model has the foundation of the therapy based on the qur‟an, the sunnah and the islamic science of the self. it is stated that “in our model of islamic counselling these concepts come from the islamic science of the self (nafsiyat), developed in tassawwuf, an aspect of which is repairing the heart. in this framework, human beings are more than simply their bodies or their minds. when problems arise, often we can‟t resolve the problem with our minds or our bodies, so we are compelled to open up our hearts in search of understanding.” keshavarzi & haque‟s (2013) model is based on the use of altable 1. differences between counselling & islamic counselling adapted from rassool (2015) factors psychotherapy (mainstream) islamic psychotherapy orientation judeo-christian islamic religious relationship oppositional secular integrated sources of knowledge man-made theories and empirical evidence based on western scientific paradigm divine revelation (qur‟an) and sunnah evidenced-based (halal) what causes illness? bio-psychosocial factors bio-psychosocial and spiritual factors sound mental health no divine intervention. biological or biopsychosocial factors. submission to god. integration of material and spiritual life values materialistic and individualistic. socio-moral value structure value laden and dependent god consciousness spiritual-divine will islamic values and morality collectivism growth & development cognitive and psychosocial development spiritual, cognitive & psychosocial development focus limited focus on the physical world disregard for spiritual aspects of human beings seen and unseen world purpose promotes personal growth/self-understanding promotes the clear purpose and meaning of life process individual-based and individual-focused mutual responsibility, social obligation, and healthy altruism responses to illness psychological reactions spiritual reactions: patience and prayers relationship between mind and body mind-body interaction mind-body-soul interaction personal development unlimited freedom freedom based on the sharia‟h therapeutic strategies based on humanistic, cognitive behavioural and psychoanalytical interventions based on humanistic, cognitive behavioural and spiritual interventions dream technique dream work not emphasised use of prophetic analysis of dreams (unlike psychoanalysis) undesired (negative) behaviour rationalisation therapy of repentance rassool, g 137 islamic guidance and counseling journal vol. 4, no. 2, pp. 132-144, january 2021 ghazali‟s conceptualisation of the human soul, into four aspects of a person that signify his or her spiritual identity. these are the nafs (ego or self), aql (intellect), ruh (spirit), and qalb (heart). this framework enabled the enhancement of mental health within an islamic context. there are others models in islamic counselling and it is not within the scope of the paper to examine comprehensively these models. however, some of the models of islamic counselling have been critically reviewed by applying a set of criteria to evaluate their efficacy. for example, the models or approached have been evaluated by their description of the underlying philosophy, assumptions, basic principles and elements, concepts, strategies, and their core techniques. some models that claimed to be „islamic‟ are superficial in contents, nature and the process of psychotherapy. there is limited underlying philosophy, assumptions, basic principles and techniques used. the nature and scope of some of the models are heavily influenced by extreme sufi doctrines or pseudo-islam and practices and they are esoteric in their approaches. for example, the spiritual healing practices of sufism, including the supererogatory group rituals are regarded as innovations (bid`a) in islam (rassool, 2015). keshavarzi & haque‟s (2013) model is currently the most comprehensive model that fulfils most of the criteria despite not being a technique driven theory. this model provides an integrative, collaborative therapeutic counselling relationship and is not attached to any particular therapeutic technique or school of counselling psychology. this approach purports to enhance the clients‟ personal growth and development, and helps clients resolve the ultimate struggle in their spiritual development. it approach is psychosocial in its orientation and is more closely aligned with clinical practice that are congruent with islamic beliefs and practices. one of the strengths of this model is that it provides the therapist with a set of principles and constructs which serve as a guide to the foundation of islamic psychotherapy or counselling practice. in keshavarzi & haque‟ (2013) model of islamic therapy, the authors identified some of the limitations of their theoretical model. they stated that “this model is table 2. approaches congruent with islamic beliefs and practices type of therapy focus congruent with islamic beliefs and practices psychodynamic counselling goal-oriented. the primary purpose in psychodynamic therapy is to uncover repressed emotions and experiences. secular. not congruent with islamic principles. humanistic therapy adoption of a holistic approach to human nature focuses on self-development, growth and responsibilities. self-actualisation some similarities between patient-centred approach and islamic perspective. needs modification to accommodate muslims clients. issues associated with being genuine, unconditional positive regard and selfactualisation. cognitive behaviour therapy evidence-based intervention strategy for psychological problems. however, from an islamic narrative, there is wide consensus among islamic scholars that the underlying principles on which cognitive therapy rests are congruent with islamic values. abu zayd ahmed ibn sahl balkhi, was the first known cognitive psychologist. he considers that faulty thinking leads to psychological problems of anxiety, anger and sadness and suggesting cognitive therapies for anxiety and mood disorders. solution focused brief therapy short-term, goal-oriented approach focus on „here and now‟ and the future. clients choose the goals they wish to accomplish, no to diagnosis, history taking, or exploring the problem. the principles and approaches are congruent with islamic beliefs and practices. the technique of the miracle question, the issue of sin and evil, and the understanding of social hierarchy in islamic society needs some modification re-examining the anatomy of islamic psychotherapy and counselling: envisioned and enacted practices 138 islamic guidance and counseling journal vol. 4, no. 2, pp. 133-143, january 2021 not postulated to be comprehensive enough as a manual for the treatment of the disorder with muslim populations, nor does it offer a sufficient discussion of the various presentations of clinical pathologies that would necessitate accommodations or adjustments in the application of the model”. there is the need for supplementary refinement o be undertaken to make its application viable in different settings with a diversity of psychosocial and spiritual problems. skinner (2019) developed his model of the self-derived from traditional islamic thought which include aspects of the self: ruh, qalb, aql and nafs three types or levels: nafs ammara, nafs lawwamma, and nafs mutmainah. according to skinner (2019), “in the ideal, healthy, balanced person, consciousness is centred in qalb which is open to ruh and which directs aql, and together with aql directs the lower nafs. in this state, aql is able to exercise sound reason, its perception of the external world is realistic, it sees the value of moral conduct, its operations are imbued with wisdom, and it is able to exercise a wholesome direction on the nafs. the disrupting influences on the nafs ammara (the lower nafs) is weakened, and their tendency to wrong action countered by the nafs lawwamma (the instinct to remorse). and from this state, the self is capable of being transformed, even if only temporarily, into the nafs mutmainah (the tranquil or rested nafs), which could be described as the state in which the self is in total surrender to the qalb and completely incorporated into the worship of god. (pp. 10901091).” the aim of the model is to enable the clinician to make diagnoses and apply appropriate therapeutic interventions. it is claimed that this model is “adopted by ihsaan, the bradford based islamic psychological therapy clinic (uk), and has been found acceptable to islamic therapists over the last 30 years.” (skinner, 2019). the rassool‟s (2015) psychotherapy practice model is a framework for psychotherapists based on an adaptation of barise‟s (2005) social work practice model. the islamic psychotherapy practice model should be viewed as a framework for the psychotherapy process rather than as a rigid template for psychotherapy practice in working with clients with psychosocial and spiritual problems. there are eleven stages in the model which has been conceptualized to deal with a diversity of problem behaviours and treatment strategies. the proposed model consists of selected concepts (aljawziyyah, 1977) and based on stage of awakening (qawmah) and intention (niyyat); stage of consultation (istisharah); stage of contemplation (tafakkur); stage of guidance-seeking (istikhaarah); stage of wilful decision (‟azm); stage of goal-and-route vision (basirah); stage of absolute trust in god (al-tawakkul-allah); stage of action („amal); stage of helpseeking (isti‟aanah); stage of self-monitoring (muraqabah); and stage of evaluation (muhasabah) (rassool, 2021). the basis of the islamic psychotherapy practice model is a circular (or spiral) model rather than a linear model. according to rassool (2015), “generally, it is assumed that when one stage was completed, client would move into the next stage. many clients are more likely that client may go through several cycles of awakening (qawnah) contemplation (tafakkur), goal and route vision (basirah) before either reaching the action („amal) or exiting the system without the attainment of the desired and permissible goals. the stages are not clearly delineated, and many stages must be re-experienced or readjusted partly or completely and the client passes through the psychotherapy process and enters and exits at any stage and often recycles several times. the proposed practice model is appropriate for those clients who are not motivated to change because it is adaptable to clients‟ set of psychosocial and spiritual needs (pp.75-76).” the contrasting features between psychotherapy and islamic psychotherapy are presented in table 1. several criteria have been used to identify differences and commonalities between the two approaches. islamic psychotherapy is guided by the principles of the islamic belief and practices and provides an integrated framework for clinical practice. however, the application of secular theories of human nature, the development of personality, and intervention strategies from rassool, g 139 islamic guidance and counseling journal vol. 4, no. 2, pp. 132-144, january 2021 secular psychotherapy or counselling outside the tawhid paradigm (unicity of god) is therefore rejected. the good practice guideline for islamic psychotherapy or counselling is based on an islamic perspective with the components of approaches and techniques which are congruent with islamic beliefs and practices. this means incorporating the qur‟an, sunnah, hadiths and islamic ethics in the therapeutic process. the psychotherapy or counselling approaches congruent with islamic beliefs and practices are presented in table 2. coping and spiritual interventions in islamic psychotherapy, spiritual interventions can be undertaken to treat spiritual and psychological problems. there is ample evidence to suggest that people often turn to religion when coping with stressful events, psychological and spiritual problems. micozzi (2006) suggested that “the blending of spirituality with the tenets of alternative, complementary, and integrative therapies provide individuals with a means of understanding how they contribute to the creation of their illness and to their healing”. a combination of approaches including traditional psychotherapeutic methods and spiritual interventions form the basis of islamic psychotherapy and counselling. the spiritual interventions are mainly derived from the qur‟an and the prophet‟s ( ) teachings. muslim clients are encouraged to undertake self-healing through prayers, supplications (du‟as), meditation, reading the qur‟an and trusting god. the qur'an emphasises clearly that the difficulties in this world are to test the believer and also asking people to have patience in facing their problems (qur‟an 21:35; 2:155).there are many verses of the qur'an asking muslims to bear these trials, despair and sadness with "patient perseverance and prayer." (qur‟an 2:45; 3:200; 16:127; 11:115; 40:55; 41:35; 103:2-3). since allah is the decision-maker, believers must be dependent on allah and having trust with him (tawakkul). some of the verses that express this trust in allah (qur‟an 3:159; 9:51; 65:3; 14:12). it is narrated that prophet muhammad ( ) said: "if you had all relied on allah as you should rely on him, then he would have provided for you as he provides for the birds, who wake up hungry in the morning and return with full stomachs at dusk." (tirmidhî, 1969). making supplications is the weapon of the believer has enormous potential to help us ask for forgiveness and other things. allah says in the qur‟an (interpretation of the meaning): “so remember me; i will remember you. and be grateful to me and do not deny me (qur‟an 2:152).” there are many supplications that can be made directly to allah, the almighty. the prophet ( ) said: “the du‟as of any one of you will be answered so long as he does not seek to hasten it, and does not say, „i made du‟as but i had no answer.” (bukhari, 1986). the remembrance of allah (dhikr) is central to the daily islamic practices, and allah and his prophet have praised the blessings of dhikr in numerous verses and sayings (qur‟an 2:152; 13:12; 73:8). there is a general consensus among scholars on the acceptance and permissibility of the remembrance of allah by heart and by tongue, for the one with ablution and without ablution. the kinds of dhikr that is allowed by all scholars in the form of tasbih (glorifying), tahmid (praising), takbir (exalting), and praising for the prophet (s)." (imam nawawi). sheik islam ibn taymiyah, said that “the example of dhikr to the heart is that of fish to water; and if you don't do dhikr, your heart will die.” furthermore, prayers, fasting, pilgrimage, and reciting verses of the qur'an are part of the spiritual interventions‟ package. the use of prayer and having faith in god are the strategies that are the most frequently used by people to cope with personal problems (bade & cook, 2008; koenig et al., 1988). the mandatory prayer is a form of direct communication or conversation with the divine. re-examining the anatomy of islamic psychotherapy and counselling: envisioned and enacted practices 140 islamic guidance and counseling journal vol. 4, no. 2, pp. 133-143, january 2021 prayer as a therapeutic tool is a very significant element in helping people cope with their difficulties for muslims, prayer (as-salah) is the second pillar of islam. the main purpose of prayer is the remembrance of god as stated in the qur‟an (qur‟an 2:14; 2:238). another function of prayer is acting as a shield or protection against evil (qur‟an 29:45; 11:114). prayer is a form of meditation which gives your soul peace and contentment. allah says (interpretation of the meaning): those who have believed and whose hearts are assured by the remembrance of allah. unquestionably, by the remembrance of allah hearts are assured. (qur‟an 13:28). accordingly, the characters that prayer builds include: “god-fearing, good speaking and good acting.” (philips, 2021). spiritual interventions in therapy may include the prayer of repentance (salaat al-tawbah) as prescribed in the shar‟iah. the client can perform this act of worship and ask god to pardon his sins with the hope of his repentance being accepted. it is narrated that the messenger of allah ( ) said: there is no one who commits a sin then purifies himself well and stands and prays two rak‟ahs (units of prayer), then asks allah for forgiveness, but allah will forgive him. then he recited this verse: „and those who, when they have committed faahishah (illegal sexual intercourse) or wronged themselves with evil, remember allah and ask forgiveness for their sins; -and none can forgive sins but allah (abū dāwūd, 1969). there are verses in the qur‟an that contains rules of guidance and codes of behaviour to promote good health and healing (qur‟an 10:57; 17:82). according to athar (2011), healing from the quran is of three types: a) legislative effect: this includes faith (imaan) in god as not only the creator but the sustainer and the protector. this also includes the medical benefits of the obligatory prayers, fasting, charity and pilgrimage. b) health guidelines: health-promoting items from the qur‟an and the tradition of the prophet mohammed ( ) including the use of honey, olives, fruit, lean meat, avoiding excessive eating, and the prohibition of alcohol, pork, homosexuality, sexual promiscuity and sex during menstruation. c) the direct healing effect of the qur‟an: in a study conducted by ghiasi & keramat (2018), there is evidence to suggest that listening to the recitation of the qur‟an had an effect in lowering blood pressure, heart rate, and to cause smooth muscle relaxation in muslim arabs, non-arab muslims and even in non-muslims”. ruqyah in islam is a form of incantation. sheikh assim al-hakeem suggested that “it is the recitation of the qur‟an, seeking of refuge in allah, remembrance and supplications that are used as a means of treating sicknesses and other problems as the qur‟an is a source of healing “. the goal of ruqyah is to treat and cure evil eye, possession of jinn, envy and black magic. ruqyah has shown to have a direct healing effect. “it is permissible for you to recite qur‟an over water and to drink some of it and wash yourself with it.” (uthaymeen, 2003). the conditions for using this approach is to have sincerity and placed one full trust, reliance and dependence only upon allah. allah, the almighty, is the source of all healing and treatment. it is stated that (uthaymeen, 2003): “there is nothing wrong with the muslim reciting ruqyah for himself. that is permissible; indeed it is a good sunnah, for the messenger ( ) recited ruqyah for himself, and some of his companions recited ruqyah for themselves.” it was narrated that: “when the messenger of allah was ill, he would recite almi‟wadhatayn over himself and spit drily. when his pain grew intense, i recited over him and rassool, g 141 islamic guidance and counseling journal vol. 4, no. 2, pp. 132-144, january 2021 wiped him with his own hand, seeking its barakah (blessing).” (bukhari, 1986). it is acceptable that an individual can recite ruqyah for himself or for someone else. the strongest supplications that can be used are the al-fātiĥah and al-mi‟wadhatayn. for an account on how to perform ruqyah on oneself see al-hakeem (2014). the scholars advise muslims one who is sick (uthaymeen, 2003), whether that is spiritual (mental) illness such as anxiety and depression, or physical illness such as various kinds of pain, to hasten first of all to treat the problem with ruqyah as prescribed in shar‟iah. then we advise treating it with natural materials which allah has created, such as honey and plants, for allah has created special properties in them which may treat many kinds of diseases. we think that you should not take artificial chemical remedies for anxiety. for this disease a person needs a spiritual remedy rather than a chemical one. so he needs to increase his faith and his trust in his lord; he needs to make more du‟as and pray more. if he does that, his anxiety will be removed. seeking to relax by means of doing acts of worship has a great effect on the soul, dispelling many kinds of psychological disease. hence we do not see any benefit in going to a psychologist whose beliefs are corrupt, let alone one who is a kaffar. the more the doctor knows about allah and his religion, the best advice he will give to his patient.” it is valuable to remind ourselves the words of allah: (interpretation of the meaning): verily, with every difficulty there is relief (qur‟an 94:5-6). conclusion there is an increasing recognition of the need for effective therapy with muslim clients based on the development of islamic psychotherapy ad counselling. in summary, the nature and process of islamic psychotherapy have a spiritual dimension and take into consideration of the purification of the soul (tazkiyah an nafs). the approach to this therapeutic model is to use psychotherapeutic and interpersonal skills, giving advice (when appropriate), educating the client in the creed (aqeedah) and islamic jurisprudence (fiqh), and working with people to facilitate their psychological and spiritual growth and development. given that the principles and practice of islamic psychotherapy are not yet in a form where its actual implementation can be monitored, it first requires guidelines that can be integrated into a theoretical or conceptual framework based on the tawhid paradigm. references abū dāwūd, a.-s. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1093/geront/28.3.303 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=mah%2c+a.+%282015%29.+counselling+and+wellbeing+support+services+in+australian+muslim+schools+%28doctoral+dissertation%2c+university+of+western+australia%29.&btng= https://books.google.co.id/books?hl=en&lr=&id=z0tnkhzl02ec&oi=fnd&pg=pr7&dq=micozzi,+m.+s.+(ed.).+(2006).+complementary+and+integrative+medicine+in+cancer+care+and+prevention:+foundations+and+evidence-based+interventions.+springer+publishing+company.&ots=xzf-gfcxiw&sig=fe5qzfinizo-azj1w0iwwncmvem&redir_esc=y#v=onepage&q=micozzi%2c%20m.%20s.%20(ed.).%20(2006).%20complementary%20and%20integrative%20medicine%20in%20cancer%20care%20and%20prevention%3a%20foundations%20and%20evidence-based%20interventions.%20springer%20publishing%20company.&f=false https://doi.org/10.4135/.n32 https://doi.org/10.1002/j.1556-6678.2003.tb00236.x https://doi.org/10.1177/1049732312438969 https://books.google.co.id/books?hl=en&lr=&id=f6z0-_0zn_0c&oi=fnd&pg=pt3&dq=did+god+become+man%3f&ots=w_akgj1pzr&sig=mor_rjofawiqmy728avc4hihfpo&redir_esc=y#v=onepage&q=did%20god%20become%20man%3f&f=false https://doi.org/10.4324/9781315694993 https://doi.org/10.4324/9781315623764 http://journal.iamphome.org/index.php/ijip/article/view/28 https://doi.org/10.1007/s10943-018-0595-1 http://www.mentalhealthacademy.com.au/journal_archive/cph083.pdf https://doi.org/10.1177/135910539900400314 https://scholar.google.com/scholar?oi=gsb95&q=kit%c3%a2b%20al-hajj%20wa%20asr%c3%a2rihi&lookup=0&hl=en https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=turkes-habibovic%2c+m.+%282011%29.+social+context+and+muslim+women%e2%80%99s+attitudes+towards+counseling+%5bph.d+dissertation%5d.+university+of+new+orleans.&btng= https://islamqa.info/en/answers/21581/ruling-on-reciting-quran-and-blowing-into-water https://doi.org/10.1002/j.1556-6678.2003.tb00231.x https://doi.org/10.1166/asl.2016.7570 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: kadafi, a., alfaiz, a., ramli, m., asri, d., & finayanti, j. (2021). the impact of islamic counseling intervention towards students’ mindfulness and anxiety during the covid-19 pandemic. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1018 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the impact of islamic counseling intervention towards students’ mindfulness and anxiety during the covid-19 pandemic asroful kadafi 1 *, alfaiz alfaiz 2 , m. ramli 3 , dahlia novarianing asri 1 , juwita finayanti 1 universitas pgri madiun, indonesia 1 sekolah tinggi keguruan dan ilmu pendidikan pgri sumatera barat, indonesia 2 universitas negeri malang, indonesia 3 asrofulkadafi@unipma.ac.id 1 * article information: received july 14, 2020 revised august 31, 2020 accepted january 7, 2021 keywords: anxiety; covid-19; islamic counseling; mindfulness abstract the pandemic caused by the corona virus disease (covid-19) has had psychological and health impacts on people's lives around the world. on a psychological aspect, this pandemic has caused anxiety due to low mindfulness. to increase the potential of mindfulness, one of the ways taken is by counselor psychological intervention. the authors used an islamic counseling approach to reduce anxiety and increase mindfulness. therefore, the research was conducted using a quasi-experimental design with non-equivalent control group design. participants in this study were 14 students consisting of 7 students for each experimental and control group. participants were invited after filling self-report the anxiety scale facing covid-19 and indicated that they were in the high category. the data analyzed with the wilcoxon sign rank test to determine the impact of before and after the intervention was given, then used the mann whitney to find out the mean differences between the experimental and control group, and the rank spearman to determine the correlation between mindfulness and anxiety. the results showed that islamic counseling intervention is effective to increase mindfulness which impacted on reducing anxiety in facing the covid-19 pandemic. besides, the results of correlation analysis using the rank spearman show that there is a correlation between mindfulness and anxiety. introduction covid-19, also known as the novel corona virus (ncov-19), is one of the deadliest viruses and has become a pandemic in 204 countries around the world. this virus began to spread at the end of december, and as of april 3, 2020, the number of patients confirmed positive for covid-19 worldwide is 1,018,845 cases and in indonesia, there are 1,790 peoples (kompas, 2020). this incident can certainly cause anxiety in individuals. the results of fitria & ifdil's research (2020) show that the level of anxiety that occurs in adolescents during the covid-19 pandemic is in the high category. anxiety is identic with an uncertain situation that can cause a person to be very afraid and very worried (unnatural behavior) (maba, 2017). lee (2020) explains that individuals experience anxiety characterized by irrational thinking, behaving compulsively, emotionally, and experiencing physiological disturbances. this anxiety also occurs in individuals in magetan regency, east java province. anxiety more increased when the local government announced that the area was https://orcid.org/0000-0001-8322-8382 mailto:asrofulkadafi@unipma.ac.id the impact of islamic counseling intervention towards students’ mindfulness and anxiety during the covid-19 pandemic 56 islamic guidance and counseling journal vol. 4, no. 1, pp. 55-66, january 2021 included in the red zone category after its citizens stated positively for that virus (okezone, 2020). anxiety disorders are generalized persistent disorders, characterized by concerns that are related or unrelated to certain events and can have adverse consequences in certain situations. anxiety disorders also often occur in individuals who previously have a history or experience anxiety (tyrer & baldwin, 2006). anxiety also occurs due to the low quality of mindfulness in individuals (hofmann, sawyer, witt, & oh, 2010; munazilah & hasanat, 2018). mindfulness which is an attribute of awareness has long been believed to improve someone's psychological well-being (brown & ryan, 2003). mindfulness interventions aim to foster greater attention and awareness of current experiences (creswell, 2017). these two opinions show that mindfulness can contribute to the anxiety experienced by individuals. davis, strasburger, & brown (2007) in their study showed that mindfulness interventions can help reduce anxiety in schizophrenia. goodman et al. (2014) provide intervention coping with anxiety through living mindfully (calm) from the result of adaptation mindfulnessbased cognitive therapy (mbct) to reduce anxiety in women who are about to give birth. the results showed that the intervention given was proven effective in reducing anxiety levels in women who were about to give birth. cotton et al. (2016) show that mindfulness-based cognitive therapy for children (mbct-c) is effective in reducing anxiety in adolescents who are at risk of bipolar disorder. interventions to reduce anxiety during the covid-19 pandemic that has been carried out by belen (2020), show mindfulness at a higher level of awareness, contributing to decreased levels of anxiety and depression in the face of the covid-19 pandemic. the main concept of some of these interventions is to build internal awareness of the individual so that they can be better prepared to face a reality that has an impact on individual welfare. however, from some of these studies, no one has included religious variables in their research. this is the focus of this research. research by hofmann, sawyer, witt, & oh (2010) and munazilah & hasanat (2018) uses a mindfulness program to reduce anxiety. the focus of their research is to increase cognitive awareness of mindfulness which can have an impact on individual readiness and ability to handle the anxiety experienced. this concept is the same as the concept of a muslim or islam. muslims believe that their condition will be better if they do the efforts to change it. every muslim is obliged to strive to change or improve from something bad to good. in this case, as a devout muslim can realize that the covid-19 outbreak is a trial for his people (sutoyo, 2009). for this reason, anxiety is not a way to deal with the outbreak of covid-19 however, as muslims consciously (have good mindfulness) they can accept reality and increase their faith. because the quality of a person's faith can affect the behavior of a servant (sutoyo, 2009). rationale of the current study in curret study, authors integrate religious concepts in an islamic counseling service to build individual mindfulness so that individuals can be better prepared to face challenges from the god. this concept refers to the results of research by fourianalistyawati (2017), in her research, she explains spiritual well-being can be obtained by doing dzikir as an islamic therapy process which correlates with the level of individual mindfulness. this research is important to reduce the level of anxiety in research participants. this study provides intervention with islamic-based individual counseling which is expected to have an impact on increasing mindfulness and decreasing individual anxiety. kearns, ressler, zatzick, & rothbaum (2012) state that intervention for anxiety sufferers is better done immediately to prevent more severe anxiety. efforts to reduce client anxiety are not only a curative effort but also a preventive effort. kadafi, a., alfaiz, a., ramli, m., asri, d., & finayanti, j. 57 islamic guidance and counseling journal vol. 4, no. 1, pp. 55-66, january 2021 objectives the first objective of this study is to examine the effectiveness of islamic-based individual counseling in increasing mindfulness and reducing individual anxiety during the covid-19 pandemic. second, to know the correlation between mindfulness levels and anxiety levels. methods research design this research was conducted in magetan sub-district, magetan district, east java. this research design used a quasi-experimentall design with an experimental model of nonequivalent control group design. this design was chosen because sampling was not possible to do randomly, and there were considerations of respondent characteristics that had to be fulfilled, namely the high priority level of anxiety from the respondent (sugiyono, 2015). the experimental group will be treated with individual format islamic counseling and the control group will be treated with individual counseling by providing information and advice techniques as described in the section on the intervention procedure. the next step is to examine the differences between the two groups to determine the effectiveness of the treatment (sugiyono, 2015; wiyono, 2007). to anticipate the threat of internal validity, researchers used the same instrument for the pre-test and post-test both the control group and the experimental group. and to anticipate the threat of external validity, researchers limit the characteristics of the participants (creswell, 2013). participants participants in this study were 14 participants consisting of 7 individuals for the experimental group and 7 individuals for the control group with high anxiety criteria in facing the covid-19 pandemic. participants with an average age of 16 to 18 years are currently attending senior high school (sma). participants live in magetan district and come from several different schools in the magetan regency area. samples were taken by purposive sampling technique, this technique was selected to obtain samples according to the needs of the researcher or according to predetermined criteria (sugiyono, 2015). the characteristics of the participants have characteristics such as repetitive thinking, worry, dreams, chaotic planning, withdrawal, compulsive behavior, fear, anxiety, anger, sleep disturbances, somatic pressure, tonic immobility (lee, 2020). instruments the data collection to determine the level of mindfulness of participants, researchers used the face facet mindfulness questionnaire (ffmq) short form developed by baer et al., (2008) and an adaptation process has been carried out. the ffmq consists of 5 aspects to be measured, namely 1. observing; 2. describing, 3. acting with awareness, 4. non judging of inner experience, and 5. nonreactivity to inner experience (baer et al., 2008). the questionnaire consists of 24 items and uses a scale of 5. to find out the level of anxiety of participants, the researcher uses the coronavirus anxiety scale developed from lee's opinion (2020). the dimensions of this scale consist of: cognitive (repeated thinking; worry; processing bias; dreaming; planning), behavior (dysfunctional activities; avoidance; compulsive behavior), emotional (fear; anxiety; anger), and physiological (sleep disturbances; somatic pressure; tonic immobility) (lee, 2020). the instrument consists of statement items using a scale of 5 to reflect the frequency of symptoms, ranging from 0 (not at all) to 4 (almost daily) for the two weeks preceding the measurement of 25 statement items. the results of the anxiety scale validity test for 69 participants showed the lowest score of .488 and the highest score of .945 and r-table in the 1% significance level of .306. the the impact of islamic counseling intervention towards students’ mindfulness and anxiety during the covid-19 pandemic 58 islamic guidance and counseling journal vol. 4, no. 1, pp. 55-66, january 2021 results of the anxiety scale validity test show that all of the 25 items are declared valid because the results of the calculation show that the results of the r-count are greater than the rtable. the reliability result is .943, which means that the instrument is declared reliable. the results of the mindfulness scale validity test to 69 participants showed the lowest r-count value of .595 and the highest r-count value of .991 and r-table in the 1% significance level of .306. the results of the anxiety scale validity test show that all of the 24 items are declared valid because the calculation results show that the r-count is greater than the r-table. the reliability result is .987 which means that the instrument is declared reliable. intervention procedures the procedures for implementing the individual format islamic counseling process to increase mindfulness and reduce anxiety levels was adopted from the stages of the tazkiyatun a nafs (self-purification) counseling process as a result of the research of alfaiz et al. (2019), namely: the first stage of takhalli, namely the process of assistance to help counselees realize or acknowledge mistakes or sins that have been committed so far that have an impact on the emergence of current anxiety. the second stage, namely tahalli, is a stage of cultivating values, behavior, and ways of positive thinking (alfaiz et al., 2019), which aims to make the counselee able to behave, behave, and always have positive thoughts in everyday life. and the third/final stage, namely tajalli, this stage is a stage to align the counselee with the reality of the world that is different from the counselee's condition after repenting for the mistakes they have made. islamic counseling intervention with individual formats in this study was carried out 3 times for each counselee with a duration of 40 minutes for each session/meeting for both the group control and experimental. the provision of islamic counseling services with an individual format for the experimental group adapted from alfaiz et al. (2019) is carried out by facilitating individuals to increase mindfulness and reduce counselee anxiety in the face of the covid-19 pandemic. in the implementation of the service, the counselee is allowed to realize the problems they are facing. in the second step, the counselee is simultaneously invited to realize his existence as a creature created by allah swt. the next step is to facilitate individuals to be able to explore their potential to return to being a kafah person according to the guidance of rasulallah saw (sutoyo, 2009, 2012).while for the control group, the intervention was carried out by individual counseling by providing information related to covid-19 and advice techniques (prayitno, 2017). data analysis the first data analysis used descriptive statistics to determine the magnitude of the difference in the percentage between the results before and after the test was carried out, as well as knowing the difference in the percentage between the control group and the experimental group. and research hypothesis analysis to test the effectiveness of islamic counseling treatment, the researcher used the wilcoxon signed-rank test analysis to determine differences in mindfulness and individual anxiety levels before treatment and after treatment and the mann whitney test to see differences in mindfulness results and anxiety levels between the experimental group with the group control. meanwhile, to determine the correlation between the level of mindfulness and anxiety, the researchers analyzed the spearman rank correlation test. the three analysis tests were determined by the researcher based on the unfulfilled research assumptions and provisions in the parametric statistics. so the researchers set a non-parametric test to determine the effectiveness of individual format islamic counseling interventions and the correlation between levels of mindfulness and levels of anxiety. kadafi, a., alfaiz, a., ramli, m., asri, d., & finayanti, j. 59 islamic guidance and counseling journal vol. 4, no. 1, pp. 55-66, january 2021 results and discussion results the results of the first study obtained information, about the demographics of the participants. in this respondent's description, the information obtained is age, sex, and anxiety level before being given the treatment, both for the experimental group and the control group. detailed information is presented in table 1. table 1 shows the demographic information of the research participants. in this study, researchers used 2 research groups, namely the experimental group and the control group. these two groups each consisted of 7 participants. the age of participants in the experimental group was 1 respondent 16 years old, 4 participants, 17 years old, and 2 participants 18 years old. the age of the participants in the control group is known: 16 years old 1 respondent, 17 years old 4 participants, and 18 years old 2 participants. in the experimental group, there were 2 male participants and 5 female participants. for the control group, 3 participants were male and 4 participants were female. the latest information from this demographics table is related to the level of anxiety of the participants, in the experimental group the average anxiety level was 78.29 and the anxiety level in the control group was 79.6. this average level of anxiety shows the high level of anxiety of the participants in both groups. furthermore, data analysis to determine the differences in mindfulness and anxiety levels of participants before and after being given islamic counseling (experimental group) descriptively is presented in table 2.e table 2 shows if n or participants in each group amounted to 7 participants. the mean or average value of mindfulness before treatment with islamic counseling was 69.43 and the average value after treatment that occurred in the experimental group was 99.57. the standard deviation before treatment was 1.813 and after treatment was .535. if seen from the results of this descriptive analysis, it is known that there is a difference in the mindfulness of participants between before and after treatment or an increase of 30.14. and for the average value of the level of anxiety before the treatment with islamic counseling was 78.29 and the average value of the level of anxiety after treatment that occurred in the experimental group was 48. the standard deviation of anxiety level before treatment was 3.302 and after treatment was 2. if seen from the results of this descriptive analysis, it is known that there is a difference between before and after treatment, or there is a decrease in anxiety levels by 30.29. by analyzing the difference in the mean score of the pre-test and post-test results in the experimental group, it is known that treatment through islamic counseling can reduce individual anxiety in the face of the covid-19 pandemic. while the results of the analysis of table 1. participants demographic information in experiment group and control group participants experiment group control group age gender anxiety level age gender anxiety level 1 17 male 76 17 male 78 2 17 female 84 17 female 82 3 17 female 80 18 male 78 4 16 female 79 17 female 80 5 18 male 76 16 male 79 6 17 female 74 18 female 80 7 18 female 79 17 female 80 table 2. descriptive analysis of the pre-test and post-test mindfulness and anxiety level of the experimental group research variable n mean sd minimum maximum mindfulness experimental group pre-test 7 69.43 1.813 67 72 mindfulness experimental group post-test 7 99.57 .535 99 100 experiment group anxiety pre-test 7 78.29 3.302 74 84 experiment group anxiety post-test 7 48.00 2.000 44 50 the impact of islamic counseling intervention towards students’ mindfulness and anxiety during the covid-19 pandemic 60 islamic guidance and counseling journal vol. 4, no. 1, pp. 55-66, january 2021 the hypothesis on the effectiveness of islamic counseling services are seen from the values before treatment and after treatment through the wilcoxon signed-rank test, the results are summarized in the following table. table 3 shows the z-score mindfulness of the participants is -2.375 and a significance value of .018 and the z-score of the participants' anxiety level of -2.384 and a significance value of .017. this result shows that the mindfulness signification value of .018 and the anxiety level of .017 is smaller than the critical research limit of .05, which means that there is a difference in the mindfulness and anxiety level of the participants between before treatment through islamic counseling and after receiving treatment through islamic counseling. to find out the results of different tests between the experimental group and the control group will be presented in the table below. table 4 shows the z-score mindfulness of the participants of -3.198 and a significance value of .001 and the z-score of the participants' anxiety level of -3.162 and a significance value of .002. these results show that the mindfulness signification value of .001 and the level of anxiety of .002 are smaller than the critical limit of the study of .05, which means that there is a difference in the mindfulness and anxiety levels of participants between the experimental group treated with islamic counseling and the control group that was not treated. . based on these results, it shows that the treatment of participants through the provision of islamic counseling interventions is effective in increasing the mindfulness of participants (z = -3.198; p < .05) which has an impact on decreasing the level of individual anxiety (z = 3.162; p < .05). table 5 is the result of the rank spearman test in the control group which shows a correlation coefficient of .382, which indicates the level of correlation between mindfulness variables and anxiety sufficient. the correlation coefficient is positive, which means that the relationship between the two variables is unidirectional. the next result is the significance or sig value. (2-tailed) equal to .178 > of .05 or .01 which means that mindfulness and anxiety do not have a significant relationship. the results of the rank spearman test in table 6 conducted on the experimental group can be explained by the correlation coefficient of -.795, which indicates that the level of correlation between mindfulness variables and anxiety is very strong. the asterisk (**) indicates that the correlation is significant at a significance level of .01. the correlation coefficient is negative, which means that the relationship between the two variables is not unidirectional. this relationship shows that an increase in mindfulness affects decreasing table 3. results of mindfulness and anxiety analysis through the wilcoxon signed rank test of the experimental group research variable z p mindfulness -2.375 .018 anxiety -2.384 .017 table 4. results of mindfulness and anxiety analysis through the mann whitney test of anxiety research variable z p mindfulness -3.198 .001 anxiety -3.162 .002 table 5. results of the correlation analysis of mindfulness with anxiety through the rank spearman test in the control group (n = 14) group r p control .382 .178 experiment -.795 ** .001 kadafi, a., alfaiz, a., ramli, m., asri, d., & finayanti, j. 61 islamic guidance and counseling journal vol. 4, no. 1, pp. 55-66, january 2021 anxiety levels. the next result is the significance or sig value. (2-tailed) equal to .001 < of .05 or .01, which means that mindfulness and anxiety have a significant relationship. discussion the results of the study in the experimental group showed that there was a relationship or correlation between increased mindfulness and decreased anxiety levels of the counselee/research respondent in the experimental group. and the control group shows that if there is no significant correlation, there is no change due to the level of mindfulness after being given individual counseling interventions with advice techniques that do not impact or reduce the level of anxiety of participants in the control group. these results reinforce the findings of hofmann, sawyer, witt, & oh, (2010) & the research of munazilah & hasanat's (2018) which shows that the quality of mindfulness affects the anxiety that occurs in each individual. research by hofmann, sawyer, witt, & oh, (2010) and munazilah & hasanat (2018) focuses on increasing cognitive awareness of mindfulness which can have an impact on individual readiness and ability to handle the anxiety experienced. the anxiety experienced by participants or clients in this study is more synonymous with social anxiety. social anxiety is an anxiety disorder, which is related to social that responses cognitive and affective characterized by feelings of fear, inhibition, shame, humiliation, avoiding interactions with other people, and negative evaluations from others (farihah & rachman, 2017). social anxiety and social anxiety disorder are influenced by (a) an information processing perspective, including attention bias, can interpretation, implicit association, imagery, and visual memory, and (b) the perspective of emotion regulation, including positive emotions and anger (morrison & heimberg, 2013). major anxiety disorders such as generalized anxiety disorder, obsessive-compulsive disorder, panic disorder, posttraumatic stress disorder, simple phobias, and social anxiety disorder. epidemiological and clinical surveys have shown that anxiety disorders are one of the most common, tiring, and expensive psychiatric disorders. this disorder is characterized by a history of chronic and persistent disease, often comorbidity with other disorders such as depressive disorders, substance abuse, and interpersonal morbidity (miyazaki, benson martin, stein, & hollander, 2016). the factors that cause anxiety are factors: biological, psychoanalytic, personality, behavior, learning, cognitive, and humanistic (mu'arifah, 2005). it should also be noted that social anxiety can also affect individual decisions in seeking help such as a counseling (maba & saputra, 2019). based on the factors causing anxiety, many studies have tried to reduce anxiety levels. koszycki, raab, aldosary, & bradwejn (2010) proves that cognitive behavior therapy is effective in reducing symptoms of depression (caused by anxiety). cavanagh et al. (2013) also confirmed in their research that the concept of mindfulness-based therapy can also reduce symptoms of anxiety. macleod & clarke's (2015) research has also shown that anxiety can be lowered through attention bias modification. furthermore, appropriate and effective cognitive-emotional training helps clients with psychological problems (iacoviello et al., 2014). dadds, spence, holland, barrett, & laurens (1997) in their research for anxiety prevention demonstrated the effectiveness of family-based cognitive-behavioral group interventions. this study is to prevent anxiety problems in children, the results show that there is a cognitive improvement in the client which has an impact on increasing the client 's mindfulness (dadds, spence, holland, barrett, & laurens, 1997). king et al (2013) after making improvements from cognitive therapy to overcome anxiety, in their research showed that mindfulness-based cognitive therapy (mbct) showed substantial effectiveness in preventing the recurrence of depression caused by anxiety. some of these studies show that to reduce anxiety, most researchers use a therapy that focuses on cognitive aspects. the impact of islamic counseling intervention towards students’ mindfulness and anxiety during the covid-19 pandemic 62 islamic guidance and counseling journal vol. 4, no. 1, pp. 55-66, january 2021 from these findings, trying to make improvements, in addition to emphasizing cognitive aspects to improve mindfulness, also integrating the value of religion in the therapy process. this basis is the importance of instilling religious values in individuals. religion is a necessity of human life that cannot be bargained even though it can be postponed for a while but to avoid it is impossible. the need for religion as an absolute need is needed and is a psychological or psychiatric need that naturally exists in human nature which requires security, affection, appreciation, freedom, strength, control, and a sense of accomplishment. adolescents who are said to be humans who have psychological conflicts that are very vulnerable, personality confusion, mentally unstable, easily swayed, desperately need religious guidance. because with islamic morals, through the religion coaching adolescents in all their dimensions which include coaching beliefs that refer to tauhid faith, moral coaching, in all directions including morals to allah, morals to fellow humans and morals to the natural environment, then human life will be in spaciousness (al-bugis, 2018). people who behave religiously are explained hamali (2001) that they are not arrogant, a person is sincere, another indicator of religious behavior is patience, and it is more urgent to repent to god. william james, a philosopher, and psychologist from the united states, expressed the importance of religious therapy or faith, he said that there is no doubt that the best therapy for health is faith in god because truly religious individuals will always be ready to face the trials that will occur. meanwhile, carl gustav jung, stated that psychic disorders originate from religious problems. based on these two opinions, mubasyaroh (2017) developed islamic psychotherapy, which consists of 3 core methods, namely hand touch, oral use, and an invitation to the heart. syukur (2012) in his research also managed to reveal that sufi healing is a form of alternative therapy that is carried out by taking the tasawuf values as a means of treatment or prevention. this model has been known in society since islam and tasawuf itself developed. scientific references to the working system of medicine or healing in this way are found in various theories of transpersonal psychology, where consciousness is a focus of research. medically, it is also known as psycho-neuron-endocrine-immunology, in which the conclusion states that there is a connection between mind and body in health matters for everyone. in other words, thoughts affect health (syukur, 2012). menurut farihah & rachman (2017) more specifically, their research showed that islamic-based cognitive behavior therapy was effective in helping inmates' social anxiety problems. islamic-based cbt is one of the counseling approach that integrates islamic values such as gratitude. and the characteristic of islamic-based cbt lies in the use of interventions adapted to the counselee's religious tradition as a basis for identifying and changing thoughts and behavior (farihah & rachman, 2017). in addition to therapy using a counseling approach, instilling islamic values can also be through amedia. faradisi (2012) in his research showed that giving murotal therapy was effective in reducing the patient's anxiety level. the use of media may have a relaxing effect on counselees which can reduce anxiety levels (arizona, nurlela, & jannati, 2019). the results of the research findings that have been discussed show that if therapy integrates spiritual values it is important to do, especially in overcoming crisis problems such as traumatics which may also be caused by anxiety (indri m., 2018). the results of this study further reinforce the results of previous research that have integrated islamic values in providing assistance or counseling services to help counselees solve problems independently (alfaiz et al., 2019; kadafi, 2016; kadafi, pratama, suharni, & mahmudi, 2020; kadafi, ramatus, & desy, 2018, 2019; kadafi & ramli, 2017). the researcher needs to convey the procedure for implementing the islamic counseling process in reducing anxiety levels, through the stages adopted from the counseling process of tazkiyatun an nafs (self-purification) research results from alfaiz et al. (2019), namely: the first stage is takhalli namely the process of assistance to help the counselee realize or confessing mistakes or sins that have been committed so far that have an impact on the emergence of current kadafi, a., alfaiz, a., ramli, m., asri, d., & finayanti, j. 63 islamic guidance and counseling journal vol. 4, no. 1, pp. 55-66, january 2021 anxiety, the success at this stage is marked by the presence of calm in the counselee's heart. this first stage is the main stage for building a concept of mindfulness in the counselee who focuses on the current situation, that is facing the covid-19 pandemic, through selfevaluation and looking to a better future by adhering to islamic values. the second stage, tahalli, is the stage of planting value, behavior, and ways of positive thinking (alfaiz et al., 2019), which aims to make the counselee able to behave, behave, and always have positive thoughts in daily life. the positive things that are implanted at this stage are repentance, patience, zuhud, and ihsan behavior. this value is considered to prevent the counselee from destructive behavior, such as excessive anxiety. and the last stage is tajalli, this stage is the stage to align the counselee with the reality of the world that is different from the counselee's condition after repenting for the mistakes they have made. at this stage it is hoped that the counselee can build a commitment to himself to always think, behave, and behave according to the guidance of allah swt. limitations and suggestion this study uses samples taken purposively and effectiveness testing is carried out with non-parametric statistics so that it needs to be careful in generalizing the results of this study to a wider population. for that, in the future, it is necessary to develop islamic counseling treatment or intervention in helping counselee problems, especially anxiety problems by paying attention to other variables. implications this study has implication for guidance and counseling field in covid-19 context. fist, people should pay attention to the anxiety during this pandemic. the increasing anxiety could impact their daily life negatively. second, people who experience anxiety due to the pandemic could see counselor to help them. lastly, the counselors could consider the results of this study to help the counselee's problems related to anxiety caused by the covid-19 pandemic. conclusion the results showed that the participants' mindfulness could increase after being given treatment through islamic counseling with an individual format. the increase in the participants' mindfulness was also followed by a decrease in the respondent's level of anxiety. this is what distinguishes this study from others, previous researchers gave direct treatment to the aspect of anxiety without seeing the anxiety caused by what variables, while in this study, the researcher attempted to build mindfulness by instilling islamic values so that the level of anxiety decreased. this study further strengthens the results of previous studies that have tested the effectiveness of islamic counseling services. however, it should also be noted, in this study, the participants are very small, so that it needs to be careful in generalizing to a larger population. acknowledgements we sincerely grateful to all parties who have involved in this study. the authors have no funding to report author contributions statement all authors contribute according to their respective expertise to the maximum and have given an agreement in the completion of this article the impact of islamic counseling intervention towards students’ mindfulness and anxiety during the covid-19 pandemic 64 islamic guidance and counseling journal vol. 4, no. 1, pp. 55-66, january 2021 references al-bugis, z. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/https:/doi.org/10.25217/igcj.v2i2.434 https://doi.org/10.1177/2167702614560749 https://doi.org/10.1016/b978-0-12-809324-5.02115-5 https://doi.org/10.1146/annurev-clinpsy-050212-185631 https://doi.org/10.1146/annurev-clinpsy-050212-185631 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=mu%e2%80%99arifah%2c+a.+%282005%29.+hubungan+kecemasan+dan+agresivitas.+psychological+journal.&btng= http://dx.doi.org/10.21043/kr.v8i1.2597 https://doi.org/10.22146/gamajpp.45346 https://news.okezone.com/read/2020/03/28/519/2190526/zona-merah-corona-di-jatim-bertambah-jadi-13-kabupaten-kota https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=prayitno.+%282017%29.+konseling+profesional+yang+berhasil%3a+layanan+dan+kegiatan+pendukung.+jakarta%3a+rajawali+pers.&btng= https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=sugiyono.+%282015%29.+metode+penelitian+kualitatif+kuantitatif+dan+r%26d.+bandung%3a+alfabeta.&btng= https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=sutoyo%2c+a.+%282009%29.+bimbingan+dan+konseling+islami.+semarang%3a+widya+karya&btng= https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=sutoyo%2c+a.+%282009%29.+bimbingan+dan+konseling+islami.+semarang%3a+widya+karya&btng= https://scholar.google.co.id/scholar?hl=en&as_sdt=0,5&cluster=16468610928231696165 https://doi.org/10.21580/ws.2012.20.2.205 https://doi.org/10.1016/s0140-6736(06)69865-6 https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&q=wiyono%2c+b.+b.+%282007%29.+metodologi+penelitian%3a+pendekatan+kuantitatif%2c+kualitatif%2c+dan+action+research+%28burhanuddin%2c+ed.%29.+malang%3a+fakultas+ilmu+pendidikan+universitas+negeri+malang&btng= https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&q=wiyono%2c+b.+b.+%282007%29.+metodologi+penelitian%3a+pendekatan+kuantitatif%2c+kualitatif%2c+dan+action+research+%28burhanuddin%2c+ed.%29.+malang%3a+fakultas+ilmu+pendidikan+universitas+negeri+malang&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: naini, r., wibowo, m., & mulawarman, m. (2021). efficacy of online group counseling with mindfulnessbased cognitive approach to enhance students’ humility. islamic guidance and counseling journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1280 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung efficacy of online group counseling with mindfulness-based cognitive approach to enhance students’ humility rohmatus naini*, mungin eddy wibowo, mulawarman mulawarman universitas negeri semarang, indonesia rohmatusnaini@students.unnes.ac.id* article information: received december 31, 2020 revised january 22, 2021 accepted january 27, 2021 keywords: humility; mindfulness-based cognitive; online group counseling abstract character building is an important part of the counseling services in schools. humility is a character strength as a basic development of others' virtue. this study aims to examine the effectiveness of online group counseling with a mindfulness-based cognitive approach to enhance students' humility. this study is a pretest-posttest control group design with 16 students divided into experimental and control groups. to measure the students' humility, the authors used 32 items of humility scale (α = .901). furthermore, to measure mindfulness skills using children and adolescence mindfulness measurement (α = .790). based on the results of the paired t-test data analysis, obtained the pretest-posttest (t = 18,391; p = .56), posttest – follow up (t = -5,769; p = .001), and pretest – follow up (t = -30.549; p = .001). there was a significant change in the humility score which was marked by (p < .05). comparison analysis between the control group (md = 12.62; se = .87; p = .001) was interpreted as a significant increase change in the students' humility. in addition, there is a significant interaction between students' humility in the group as evidenced by (f (2,4) = 56,764, p = .001, ƞp2 = .73). as the result, there is a significant change in mindfulness group counseling effect on increasing humility and has a large interaction effect. introduction character education is part of the critical role of school counselors as a pioneer by providing services in the scope of personal social and mental health problems. this character is when viewed from bronfenbrenner's (1992) theory of ecological systems, influences individual interactions in their life processes. individuals who have good character tend to have self-confidence, and can work together, can socialize and communicate, concentrate, and feel empathy. besides, adolescents with high character and emotional intelligence will avoid common problems such as delinquency, fights, drugs, alcohol, free sex behavior, and academic problems. meanwhile, kosim (2012) states that there are pillars of character that came from universal noble values, one of them is humility. humility or humility is one of the sub-factors of the hexaco personality model, six factors that are also an integral part of the personality-building process (sariçam et al., 2012). it is also a character strength depicted in the positive psychology movement (snyder & lopez, 2009). humility as a moral virtue is measured by assessing self-efficacy and the ability to admit mistakes, limitations, and imperfections (tangney, 2000). davis et al. (2010) describe that humble individuals can let go of the ego, suppress the need to look right at every opportunity, and can take a longer view. opinion according to https://orcid.org/0000-0002-6150-6027 mailto:rohmatusnaini@students.unnes.ac.id naini, r., wibowo, m., & mulawarman, m. 79 islamic guidance and counseling journal vol. 4, no. 1, pp. 78-90, january 2021 (niemiec et al., 2012) that individuals who have humility have modesty and tend to let one's achievements speak for themselves, meaning that humble individuals do not excel at their achievements. wright et al. (2017) explained a relationship between humility and several positive attributes and character strength. humility is emphasized as a strong pro-social virtue with psychological, moral, and social benefits true humility as a virtue basis to develop another good character. the measurement results of humility have a relationship with psychological well-being such as optimism, hope, achievement value, positive life rewards, positive growth, personal relationships, assertiveness, comfort with ambiguity, and openness to experience. also, humility relates to intrinsic religiosity and faith maturity, and belief in freedom and dualism. humility also has a positive relationship with various attributes related to morals or quality, for example being a responsible citizen, grateful (gratitude), humanist, empathy, moral identity, integrity, universal values, generosity, doing good, and also being used as a citizen. one's the moral foundation. humility has a negative relationship with sadistic behavior, feelings of insecure or anxious attachments, and economic or social greed. individuals with low humility tend to have excessive self-confidence, are arrogant, and tend to commit contempt. the arrogance tends to lead to an assessment that he is superior to others, looks superior, and encourages him to be arrogant. this arrogance creates pride and looks down on others (çardak, 2013; rowatt et al., 2006). this will hinder individuals from social interaction, while humble people have their main abilities and strengths hidden from others, not being used to carry out negative behavior. rowatt et al. (2006) state that the antonym of humility is selfish, arrogant, and narrowminded. the selfish makes individuals often disliked. in an intellectual context, individuals who have low humility will appear arrogant and seem to know everything, even though they have a high intellect, it is not necessarily high humility. sandage et al. (2017) explain a connection between humility and narcissism because it tends to display a pattern of grandeur, wanting to be admired, a lack of empathy, and arrogance which is masked by the character of humility. there is a positive relationship between humility and intellectual arrogance (davis et al., 2010). this is reinforced by rowatt et al. (2006) that implicitly, and explicitly humility has a relationship with arrogance. however, individuals who have humility will show emotional stability and positive feelings about themselves and the impact of low humility will be closely related to academic performance. several previous studies that have some interventions used to increase humility, namely permatasari (2015), show that transactional analysis group counseling can foster student humility. this study recommends research to increase humility in a large sample, to can be generalized widely. there is also an intervention by lavelock et al. ( 2014) using a workbook which results in effectiveness in increasing humility with a duration of 5 7.5 hours by filling out activity reports. the limitation is that the workbook is not useful as the psychoeducation or psychotherapy group, because full participation does not become a guarantee as a research subject and recommends various backgrounds, types of population, and long-term impact of meaning. van tongeren et al. (2019) recommends that an intervention in the form of counseling is needed to increase humility by looking at the effectiveness of the effect of the intervention. krumrei-mancuso et al. (2020) recommend that an intervention for humility is needed in pro relational development with other characteristics such as gratitude, generosity, forgiveness. although there have not been many studies that specifically improve humility, looking at these supporting characteristics, mindfulness interventions have been used in previous researchers, for example, weber et al. (2013) explained that mindfulness is related to self-forgiveness, the forgiveness of others, and forgiveness of situations. mindfulness has a potential impact on the forgiveness process (orcutt, 2006). efficacy of online group counseling with mindfulness-based cognitive approach to enhance students’ humility 80 islamic guidance and counseling journal vol. 4, no. 1, pp. 78-90, january 2021 mindfulness is described as not only a practice, but also as defined by conditions, properties, a process, and a result (singh et al., 2008). so that it can be interpreted that mindfulness can be used by verbs, adjectives, and nouns. mindfulness, according to vernon & doyle (2017) is a form of awareness and full attention related to the present. van doesum et al. (2020) explained that mindfulness was found to be related to personality traits that are associated with pro-social or antisocial behavior. the positive relationship between mindfulness and empathy, social value orientation, and negatively related to moral disengagement and narcissism. his research also found a powerful relationship between mindfulness and honesty-humility in the hexaco construct. according to bishop et al. (2006) that there are two main components in mindfulness. the first is the self-regulation of attention, where the individual has an awareness of the experience, the feeling is fully present in the present moment. besides, the focus is shifted from one object to another object flexibly. the attention raised will help optimize existing resources with existing information, generate perspectives on a broader experience, and metacognitive skills (self-regulation monitoring self-awareness and control of cognitive processes). second, experience orientation, meaning that individuals are in an active process to have a more open attitude and acceptance of new experiences and the thought process is also not self-centered. based on research conducted by pang & ruch (2019) regarding the mindfulness model and character strength with an online system (pre-test and post-test as well as guidelines for implementing mindfulness at home available via email). however, this study has several limitations, namely online-based research so that there is a bias in the selection of participants who may have a previous understanding of positive psychology. besides, the number of samples has little influence on the statistical analysis process. another weakness is that the participants always complete the mindfulness measurement first then the character strength scale; this results in the effect of the subject's answer. there is no specification of the character studied strength so that no specific character is observed to see a change. current research is based on the recommendation that character specifications are needed in research related to mindfulness interventions. cybercounseling can improve wellbeing and academic performance (hernawati et al., 2018). current research determines the humble character strengths by reviewing the effectiveness of mindfulness-based cognitive therapy and brief solution-focused counseling. looking at some of the weaknesses of previous research, the setting that will be carried out in the current research is group counseling. one model of intervention with mindfulness is mindfulness-based cognitive therapy. mindfulness-based cognitive therapy or abbreviated as mbct (segal, teasdale, & williams, 2013) praxis focuses on acceptance, letting go, patience, and openness which are also related to character strengths such as self-regulation and retrieval. research related to mbct tested with character strength variables has not been found. mbct is often used as an intervention to engage in clinical research subjects. the mbct concept is in line with the humility construct, including through mindfulness, individuals learn to regulate attention and elaborate on awareness of experiences and quality that is closely related to an experience with a curiosity orientation, openness to experience, and acceptance (bishop et al., 2006), this is in line with several aspects of humility (elliott, 2010) including openness; open to new ideas, accept abilities and accept suggestions from others. also, this acceptance is associated with how individuals can accept themselves in line with aspects of accurate self-assessment, both understanding and accepting advantages and disadvantages. when individuals have humility, they try to let go and move on. so that they can become humble individuals, this concept is in harmony with humility in elliott's (2010), theory including, openness, self-forgetfulness, accurate self-assessment, and focus on others. naini, r., wibowo, m., & mulawarman, m. 81 islamic guidance and counseling journal vol. 4, no. 1, pp. 78-90, january 2021 mindfulness research in school settings is still limited, but several previous studies including (nurhaeda et al., 2020) examined deep breathing techniques on mindfulness to increase the resilience of disabled students. similar research was also conducted by kurnaedi, sugiharto, and sunawan (2020) that mindfulness deep breathing can improve academic engagement in classroom learning settings. both use practicing mindfulness only one technique instead of the whole. in contrast to the current research, the five sessions on mindfulness-based cognitive were given several techniques and worksheets for students. research on mbct in school settings has been carried out by susanti et al. (2020), but the limitation of this study is that it only uses one mbct technique, namely meditation and it is only done once. the difference with the current research is using skills including meditation, eating, sitting meditation, 3-minutes breathing, self-compassion meditation, practicing gratitude, and developing an activity plan. apart from being done together, the subjects were also given a home assignment by practicing independently at home for 5 five days recorded in a daily journal. problems are also found in educational settings; namely, students are less open in conveying the problems they face because they have a fear of teachers when doing face-toface counseling, the problems faced also tend to be privacy issues, so students need comfort in conveying. furthermore, students also prefer and use the internet more often (siradjuddin, 2017). the problem in face-to-face counseling is that clients often do not have time to come to the counselor, thus overriding the problems they have. other obstacles are also experienced, namely lack of freedom, and feeling uncomfortable (ussolikhah, 2017). from some of these obstacles, the researcher highlighted that to provide services that are not limited by space and time, online counseling services can be used. based on the above review, the researcher wants to test the effectiveness of online group counseling with a mindfulness-based cognitive approach to increase students’ humility. rationale of the current study the current study is different from previous research because it specifically increases the strength of the humility character by reviewing the effectiveness of online group counseling with the mindfulness-based cognitive approach. looking at some of the weaknesses of previous research, the setting to be carried out in the current study is group counseling based. besides, the mindfulness measurement itself will be carried out after the humility measurement. based on research conducted by pang & ruch (2019) regarding mindfulness models and character strength with an online system (pre-test and post-test as well as guidelines for implementing mindfulness at home available via e-mail). however, this study has several limitations, namely online-based research so that there is a bias in the selection of participants who may have a previous understanding of positive psychology. also, the number of samples has little influence on the statistical analysis process. another weakness is that the participants always complete the mindfulness measurement first then the character strength scale, this results in the effect of the subject's answer. there is no specification of the strength of the character studied so that no specific character is observed to see a change. current research is based on recommendations that character specifications are needed in research related to mindfulness interventions. the implementation of counseling services using mindfulness practices can improve academic performance, coping skills, develop the quality of life and be able to have social skills (tadlock-marlo, 2011). besides that, it can also increase student potential, students feel they have strength, can develop interpersonal relationships, and can have a more intense experience of achieving academic achievement in class, so that they are successful in academics and interpersonal. brown & ryan (2003) explained that an example of the benefits efficacy of online group counseling with mindfulness-based cognitive approach to enhance students’ humility 82 islamic guidance and counseling journal vol. 4, no. 1, pp. 78-90, january 2021 of mindfulness practice is that it can have a positive relationship with pleasant effect, positive affect, increase self-confidence, feeling optimistic, overcoming neurotics, anxiety, and depression as well (rodríguez-ledo et al., 2018) with adolescent mindfulness practices had a better adjustment in school. hypotheses 1. online group counseling with a mindfulness approach is effective in increasing students' humility 2. there is an interaction effect between the mindfulness and control groups when online group counseling is conducted with a mindfulness-based cognitive approach. methods research design this experimental research was a pretest-posttest control group design. there were two groups, namely the experimental group which was given mindfulness-based cognitive intervention, and the control group. three stages in the data collection process including pretest, post-test, and follow-up. counseling activities are conducted online. synchronous data collection for counseling and asynchronous for filling scales and worksheets. participants there were 16 students (8 students in each group). the inclusion criteria of research subjects were students who had low humility based on humility scale measurements, had mindfulness skills as seen from children and adolescence mindfulness measurement (camm), had no experience of practicing mindfulness, and were willing to take online counseling. instruments the instrument used is the elliot humility scale which consists of 32 items adapted from elliot (2010) theory covering four aspects including openness, self-forgetfulness, accurate self-assessment, and focused on others with a likert scale type which has an answer range of 1-4 for favorable items, and 4-1 for unfavorable items. the reliability results of the humility scale were .901 while the camm consisted of 10 items, namely reliability = .783. procedures the design of giving intervention for the experimental group consisted of 5 counseling sessions, each session following the counseling stages, namely the opening, transition, work, and closing stages. activities carried out in the experimental group were session 1 (orientation, problem identification, and practicing short meditation and eating meditation), session 2 (understanding automatic pilots, practicing body scan & sitting meditation), session 3 (practicing gratitude, forgiveness, and 3-minutes breathing), session 4 (understanding signs of stress and practicing self-compassion), and session 5 (preparing an activity plan). meanwhile, the control group was given treatment as usual (tau). data analysis before the hypothesis testing, the normality test was carried out using the shapiro-wilk test due to (n < 30). the data analysis used was paired t-test to see changes in the pre-test, post-test, and follow-up, and hypothesis testing was carried out using one repeated measure anova test. naini, r., wibowo, m., & mulawarman, m. 83 islamic guidance and counseling journal vol. 4, no. 1, pp. 78-90, january 2021 results and discussion results the research data obtained were analyzed by spss and divided into descriptive data of the research participants based on pretest, post-test, follow up data, in the table below. table 1. demographical variables n % age (years old) 14 1 6.2% 16 12 75% 17 3 18.8% gender male 8 50% female 8 50% table 2. descriptive data of the experimental group group m sd t1 64 1.85 t2 93 5.05 t3 105.8 3.52 table 3. analysis results of within-subject time t p t1 vs t2 -18.391 .56 t2 vs t3 -5.769 .001 t1 vs t3 -30.549 .001 table 4. multiple comparisons (between groups) groups md se p mbct – control 12.62 .87 .001 table 5. multiple comparisons (between groups) humility df f p ƞp 2 2 52,57 .001 .73 based on the data in table 1, the participants have an age range of 14-17 years and the number of participants based on gender is 8 male and female. however, the group division was carried out heterogeneously. all participants have never had the experience of practicing mindfulness and joining online group counseling. based on table 2, it shows that changes in humility experienced by students in the mindfulness group from t1 (m = 61.75; sd = 1.83), then (m = 90.75; sd = 4.59) and t3 (m = 105.87; sd = 3.52) are said to have increased. the humility is large enough because it exceeds one standard deviation. the table 3 explains that the ratio of t1-t2 (t = 18,391; p = .56), t2-t3 (t = -5,769, p = .01) and t1-t3 (t = -30.549, p = .01) means that counseling the online mindfulness-based cognitive group and during that time experienced a significant and significant change in the humility score which was marked by (p < .05). so the research hypothesis is accepted that online group counseling with the mindfulness-based cognitive approach effectively increases humility. based on the data analysis for each treatment and time, the data in the explanation above were obtained, then the researcher also saw the differences between groups that were paired with a paired-wise comparisons analysis, obtained the following data. based on table 4, above it is known that the mbct control (md = 12.62; se = .87; p = .001) there is a significant change in the mean increase in humility. the results of the oneefficacy of online group counseling with mindfulness-based cognitive approach to enhance students’ humility 84 islamic guidance and counseling journal vol. 4, no. 1, pp. 78-90, january 2021 way-repeated anova test on table 5 how that there is a significant interaction between students' humility in the group as evidenced by (f (2,4) = 56,764, p = .001, ƞp2 = .73. interpretation of the ƞp2 score shows an effect. big interaction because ƞp2 > .14. discussion so that, hypotheses 1 of the results showed that online group counseling with a mindfulness-based cognitive approach could effectively improve students' humility than the control group. in line with this, maas et al. (2020) explained that e-mbct or web-based mbct is useful in intervention because clients are asked to practice independently for a week to understand the therapeutic goals achieved. there is a significant relationship between task prompting and intervention results. holländare et al. (2016) stated that a positive predictor of a treatment's success, namely a task that serves to encourage the achievement of goals (task prompting). this is also effective in e-mbct rather than task reinforcement. encouraging clients to do homework can lead them to practice more, which helps them. mindfulness has three axioms that form the basis of its practice, including the first, the intensity of implementation. group members who have seriousness in the on-going training process can indirectly influence self-regulation and good stress management so that they can to self-explore. second, mindfulness in the process of practicing mindfulness also fosters awareness, and the third is an attitude; acceptance, openness, and positive thinking towards negative experiences are part of the focus on mindfulness attitudes (shapiro et al., 2006). if viewed from the aspects of humility with the provision of mindfulness-based cognitive, it can be seen that individuals will increase their humility because the research subjects have the right self-perception followed by how individuals forgive themselves and others when they make mistakes/failures. individuals who have high humility are also said to be humble. krause (2015) states that individuals who are humble when they are open and honest in their behavior, forgive themselves when they do something painful. besides, penrose (2010) states that humble individuals tend to appreciate the achievements made by others or themselves and understand their weaknesses. individuals who have humility will be able to direct compassion for themselves and others. these aspects are contained in the provision of mindfulness-based cognitive interventions that are part of the treatment in the third session; developing gratitude and forgiveness through self-reflection and 3-minutes breathing). moreover, in the fourth session; practice self-compassion with compassion and affirmation meditations on focusing on oneself and others. mindfulness and humility are correlated in empirical studies. similar research, however, has not been revealed, but its significance to previous research, namely mindfulness and character strengths (e.g: humility). character strengths also help meet the needs of others in the social setting of the individual, in addition to contributing to social behavior (niemiec et al., 2012). linley et al. (2010) claimed that character strength could improve the academic goals of students. the practical principle of mindfulness identified by (bishop et al., 2006) is that mindfulness requires self-regulation and attention (self-regulation & attention) and an attitude of curiosity, openness, and acceptance. in this sense, the elements of mindfulness are also included in humility indicators by operational concept, including openness, selfforgetfulness, accurate self-assessment, and focused on others. niemiec et al. (2012) suggested that mindfulness and character strengths are elements that human beings possess as a capacity for growth and development that can be combined to establish a positive effect of virtue. via mindfulness, it can assist individuals to communicate the strengths of their character in a balanced, sensitive, and better direction to solve challenges by eventually paying attention. in real-life contexts, practice mindfulness may also be applied, so that life is aware, for instance, in this research, individuals do mindfulness in naini, r., wibowo, m., & mulawarman, m. 85 islamic guidance and counseling journal vol. 4, no. 1, pp. 78-90, january 2021 decision-making situations, learning and eating activities, and activities that include other people. the first is the self-regulation of attention, where the individual has an awareness of the experience, the feeling is fully present in the present moment. besides, the focus is shifted from one object to another object flexibly. the attention raised will help optimize existing resources with existing information, generate perspectives on a broader experience, as well as metacognitive skills (self-regulation monitoring self-awareness and control of cognitive processes). second, experience orientation, meaning that individuals are in an active process to have a more open attitude and acceptance of new experiences and the thought process is also not self-centered. the choice of mindfulness as the basis for intervention is also based on the conceptual recommendations of (waskito, 2019), it is necessary to conduct experimental research with mindfulness interventions so that the research results can help the counselor in choosing appropriate and useful interventions. mindfulness practice can be applied to students to be able to be adaptive to themselves, others, and the environment through the practice of attention and awareness. furthermore, hypotheses 2 of the results describe that there are interaction effects between mindfulness group and control group in online group counseling. in their study, jayawardene et al. (2017) reported that online mindfulness preventive interventions in nonclinical contexts, especially the academic setting, workplace, or community, can be significantly effective in reducing personal stress, particularly middle-aged people, and increasing attention. considering the rise in digital access (zickuhr & smith, 2012), in the academic and workplace climate, online mindfulness initiatives can be used as a more convenient and economical intervention technique, especially among young and middle-aged adults. costs, not face to face. dense human behavior makes it very difficult for a larger audience to access it digitally (barak et al., 2009). the success feature of online counseling is that the counselor can use psycho-education, empathy, self-disclosure, the formation of self-efficacy, strengthening of the partnership, flexibility in assignment deadlines, strengthening of tasks, and prompting tasks, all of which are linked to the outcomes of the intervention shown by a reduction in the client's symptoms (paxling et al., 2013). parsons et al. (2017) clarify that home practice is important because therapeutic improvements can be influenced. weck et al. (2013) the skill of a therapist or counselor in presenting a handbook for the practice of mindfulness and performing a homework review is also an important factor, apart from the client itself who made the success of mbct. sipe & eisendrath (2012) suggested that mindfulness-based cognitive therapy focused on is characterized by distinguishing unhealthy and negative thoughts from positive thinking, testing and questioning dysfunctional values, seeking new meanings, and strengthening more adaptive responses. the contrast between an online-based intervention by a counselor or therapist is that they do not do "teaching" or specific guidance such as face-toface interventions. in particular, clients are mainly responsible for gaining theoretical information through reading, viewing online content, or other outlets that are often treated in weekly assignments/weekly modules (maas et al., 2020). andersson (2018) also states that the role of therapists in online intervention has changed to help, such as offering guidance, providing input on worksheets conducted at home, or answering questions, since the therapist/counselor is not the key to the success of the client. online sessions are also all about communication involving written messages or facial expressions or intonations that can also be inferred, using logos, for instance, or the like. they are dynamic in execution, which often includes client satisfaction, starting from their everyday context. in 28 studies, a meta-analysis by parsons et al. (2017) concluded that there was a positive correlation between in-home practice participants in mbct and the effect of the intervention. so, better outcomes can be accomplished with increased exercise. also, the eefficacy of online group counseling with mindfulness-based cognitive approach to enhance students’ humility 86 islamic guidance and counseling journal vol. 4, no. 1, pp. 78-90, january 2021 mbct program's intensity will play a role in achieving goals. research conducted by sánchez-ortiz et al. (2011) indicates that online cognitive behavior therapy can promote behavioral change effectively. internet-based, so that clients are more independent in information access and are responsible for following online modules so that the therapist's position becomes a natural supporter. parsons et al. (2017) results of research conducted with mbct and mbsr that approximately 60 percent of research subjects perform regular activities at home to which respondents have substantially allocated time to regularly practice, but much less than expected in standard format interventions (maas et al., 2020). segal, teasdale, & williams, (2013) the intervention results indicate promising evidence in treatment out. compliance and self-awareness also impact the success factor of the intervention. helbig & fehm (2004) added that the element of motivation to improve also affects homework completion. in their research sedlmeier et al. (2012) found that the effect of meditation focused on mindfulness typically had a positive effect on psychological variables and a substantial effect on negative emotions rather than cognitive ones. limitations and suggestions this study has limitations, namely that the researcher does not measure the psychological attributes or psychological conditions of students other than humility and mindfulness. further researchers can use other measurements to determine the factors that affect, such as anxiety, stress, depression, or burnout. also, the number of research subjects is limited so that it cannot be generalized. therefore, the researcher recommends further research for a larger and various sample research. due to only comparing fellow online counseling groups, it can then be studied by comparing the effectiveness of online and faceto-face groups. implications the research results are expected to have implications for counseling services in schools carried out in groups and online to be an effective, efficient and flexible strategy. the services can be implemented online, counselors and clients can adjust the implementation time specified. character development in schools is the role of school counselors and one of them is humility. these are an important part of the development of character strengths and the personal and social fields. the impact of increasing humility includes students having a sense of optimism, integrity, forgiveness, kindness, academics, satisfaction, and well-being. conclusion this study concludes is that online group counseling with a mindfulness-based cognitive approach can increase students' humility and show a relatively large interaction effect. giving mindfulness interventions is effective because students also have more time to practice at home. besides, mindfulness is a continued practice so that it can be implemented in daily activities. humility is important to develop because it becomes another part of virtue development. acknowledgments this project is funded by the indonesian endowment fund for education (ket1/lpdp-4/2020), and mrs. aisyah., s.pd as counselor coordinator of state senior high school 9 semarang and all participants. naini, r., wibowo, m., & mulawarman, m. 87 islamic guidance and counseling journal vol. 4, no. 1, pp. 78-90, january 2021 author contributions statement rn as a researcher, lead author, and idea developer. mew & mm as a supervisor who provides recommendations and validates treatment guidelines, and as proofreading of articles. references andersson, g. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1177/0963721419850153 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=vernon%2c+ann+%26+doyle%2c+kristene+anne.+%282017%29.+cognitive+behavior+therapy%3a+a+guidebook+for+practicioners.+american+counseling+association.&btng= http://proceedings.upi.edu/index.php/konvensiabkinxxi/article/view/462/414 https://doi.org/10.1016/j.paid.2013.03.006 https://doi.org/10.1016/j.beth.2012.09.004 https://doi.org/10.1080/17439760.2016.1167940 mailto:https://scholar.google.com/scholar?cluster=16241900669697880094&hl=id&as_sdt=0,5 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: sabri, f., & yunus, a. (2021). psychological well-being of muslim online gamers in malaysia: are they mentally well enough?. islamic guidance and counseling journal, 4(2). https://doi.org/10.25217/igcj.v4i2.1629 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung psychological well-being of muslim online gamers in malaysia: are they mentally well enough? farhana sabri*, ahmad yunus universiti sains islam malaysia, malaysia farhanasabri@usim.edu.my* article information: received july 7, 2021 revised september 8, 2021 accepted december 31, 2021 keywords: muslim gamers; online games addiction; psychological well-being abstract the psychological well-being of online gamers has gotten more attention as online games have become recognized in the e-sport field. hence, identifying the psychological status of gamers is essential to ensure their well-being is at optimum, and further interventions can be strategized if needed. the identified psychological profiles include psychological wellbeing, duration of play, and internet gaming disorder. a total of 221 muslim online gamers from various e-sport centers and academies in malaysia participated in this study. the psychological well-being was measured using psychological well-being scale, while igd was measured using the internet gaming disorder scale-short form. the results indicated that the frequency of playing online games and daily play duration were associated with gamers' psychological well-being. furthermore, preoccupation and withdrawal symptom of gaming disorder were significant in predicting psychological well-being. the importance of this study for muslim online gamers is to increase their awareness on the continued interweaving of psychological well-being and internet gaming disorder experience, so that early mental distress can be best addressed. introduction online games have become professionalized sports activities, and for some groups of gamers, it has become a prospective career option in today's world of competitive gaming (faust et al., 2013; griffiths, 2017). after decades of introduction, online games were initially a hobby, and leisure increased to serious activity and serious leisure (seo, 2016; wagner, 2006). moreover, pandemic covid-19 has been bringing online gamers more popular among us. during this pandemic, everyone tries to find the best way to spend time, and online games were a popular method for this aim (barr & copeland-stewart, 2021). in 2020, newzoo reported an increase in the economic benefits of the online gaming sector with a 9.3% plus year-on-year increase. this increase is mainly due to the covid-19 pandemic contributing to increased interest in playing online games. in addition, the launching of the next-generation consoles toward the end of the year is another critical contributor (newzoo, 2020). in addition to the economic impact, outcomes in the form of achievements are generally used as a form of professional online game progress or what is known as e-sports. this is to highlight the differences between professionals and leisure (martončik, 2015). in malaysia, e-sports have recently become recognized as an area of sports activities. for the past five years, malaysia has been getting flooded with places that offer e-sports training professionally, such as the academy of e-sports and e-sports training centers at various locations in the different states of malaysia. in malaysia, esports malaysia (esm) is https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v4i2.1629 https://orcid.org/0000-0003-3177-3084 https://orcid.org/0000-0002-2602-2385 mailto:farhanasabri@usim.edu.my psychological well-being of muslim online gamers in malaysia: are they mentally well enough? 182 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 the governing body for electronic sports and is registered under the malaysian sports commission. in september 2021, malaysia has achieved a new milestone in e-sports as it launches its first national e-sports tournament ever for people with disability. this embodies the spirit of “e-sports for all” and to promote inclusivity. therefore, e-sports have reached many malaysian population across demographic and malaysia being a multicultural country, it is certain that e-sports have reached many players from various religion background. 61.3 percent of malaysian population practices islam (department of statistic malaysia, 2021), thus it is an ideal time as this study to move toward understanding muslims e-sport players on the vast world of online gaming. as online games have gotten more attention from researchers, there is raising concern for the psychological well-being of online gamers. this is because online games may appear to be simply sitting riveted to their chair and confined to their space. in many aspects, online game activities are often associated with a long duration of play. this duration is considered to be correlated with internet gaming disorder (king & delfabbro, 2019), severe involvement in online games (lin et al., 2013), and significant improvement (limelight, 2020). however, some researchers argue that just because the e-sports athletes confine within an electronic, computer-mediated environment, it does not in any way imply that e-sports cannot be physically taxing and tiring for the athletes (see sjöblom & hamari, 2016; woerman & kirschener, 2015). psychological well-being is usually conceptualized as some combination of positive affective states such as happiness (the hedonic perspective) and functioning with optimal effectiveness in individual and social life (the eudemonic perspective) (deci & ryan, 2008). the research about psychological well-being began with ryff's model, and he measured this aspect in detail. ryff's described six characteristics of psychological well-being—selfacceptance, positive relations, environmental mastery, personal growth, autonomy, purpose in life (deci & ryan, 2008; ryff & keyes, 1995). ryff has been defined that a person with a high score of self-acceptance has a positive attitude about self, understands and acknowledges various aspects of self—including good and bad attributes—and feels optimistic about past life. moreover, as an indicator that a person has a high score of relationship with others marked by has relationships with others that are warm, satisfying, trusting, concern about the welfare of others, capable of build deep empathy, affection, intimacy, and understands to give and take in human relationships (ryff & keyes, 1995). in addition, people with a high score of autonomy show self-determining and independence, resist social pressures to think and act in specific ways, regulate behavior from within, and evaluate self by personal standards. for environmental mastery characteristics, people with high scores have a sense of mastery and competence in managing the environment, controlling a complex array of external activities, effectively using surrounding opportunities, and choosing or creating contexts suitable to personal needs and values. for the aspect of purpose in life, a high score related with has goals in life and a sense of directedness, feels there is meaning to present and past life, holds beliefs that give life purpose, has aims and objectives for living. finally, for personal growth, a high score marked by has a feeling of continued development, sees self as growing and expanding, open to new experiences, has a sense of realizing his or her potential, sees improvement in self and behavior over time, is changing in ways that reflect more self-knowledge and effectiveness (ryff & keyes, 1995). people with high levels of psychological well-being (pwb)—in all aspects generally— report considerable satisfaction with their life achievements and circumstances. they have a perceived relative absence of anxiety and depression, can cope with everyday life, and exhibit high levels of enjoyment and self-esteem (diener, 2000). there are two significant aspects of sabri, f., & yunus, a. 183 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 psychological well-being. the first of these applies to how people experience positive emotions and feelings of happiness. this element of pwb is often referred to as subjective well-being (diener, 2000). subjective well-being is one's evaluation of one's happiness level and satisfaction with existence. in self-report measures of subjective well-being, two components are examined: affective well-being and cognitive well-being. affective wellbeing refers to the presence of pleasant affect (e.g., feelings of happiness) versus the absence of unpleasant affect (e.g., depressed mood), and cognitive well-being refers to one's evaluation of life overall (i.e., global life satisfaction) and specific life experiences (e.g., job satisfaction) (vandenbos, 2015). in regards to muslim’s psychological well-being, islam since its inception, has played a determining role in shaping muslim lifestyles (walsh, 2017). some studies demonstrate that a positive correlation between religious belief and the state of person’s mental and physical health (e.g., alexander et al. 2015; abdel-khalek & lester 2017; abu-raiya et al. 2016). a study by fatima, sharif, and khalid (2020) found that religious coping and religious practices were significant predictors of psychological well-being outcomes. however, when the researchers put perceived social support and self-efficacy factors between these relations, they mediated these relations with only autonomy and self-acceptance of psychological well-being. significant association between religious practices and psychological well-being is well established in literature review. for example, bayani, esmaeili, & ganji (2020) found that religious activity, such as fasting could lead to the promotion of overall psychological wellbeing and personal growth of people who practiced fasting. despite the growing research on relation between religious and overall psychological well-being, a few researchers focused on muslim’s overall well-being, particularly limited studies concerned on their psychological well-being in relation to online gaming activities. therefore, this research intends to investigate the psychological well-being of muslim online gamers and its relation with the duration of play and internet gaming disorder. the objectives of this research are to identify whether internet gaming disorder could influence their psychological well-being where frequency gaming is taken into consideration. the rationale of current study given the worldwide internet accessibility, every age group population could involve in online games activities. the muslim malaysian youth population aged between 18 through 35 represent the highest involvement in online games (89%). this trend is projected to increase (ministry of youth & sports, 2019). serious measures should be considered to prepare online gamers with healthy psychological well-being by clearly recognize the detrimental effects of online games activities and ways to prevent them. nielson and karhulahti (2017) highlighted that evidence linking internet gaming disorder and e-sport. internet gaming disorder is conceptualized as an addictive mental disorder when a person is excessively involved in playing video games, and their life is preoccupied with internet games activities. nielson and karhulahti (2018) stated that internet gaming disorder and esports could coexist, and further discussion is lacking. therefore, the current study aimed to reveal the correlation between frequency and period play and the psychological well-being of gamers. for this purpose, the researchers utilized the psychological well-being scale (ryff et al., 2006; ryff, 1989). hypotheses 1. the frequency of video game play per week correlates with the psychological wellbeing of gamers 2. duration of playing video games in a day correlates with the psychological well-being of gamers psychological well-being of muslim online gamers in malaysia: are they mentally well enough? 184 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 3. the psychological well-being of gamers could be used to predict chances of developing internet gaming disorder. methods population and methods of sampling this study utilizes quantitative methods using a correlational survey design. the sampling frame includes individuals who involve in regular online game activities. subjects were reached through e-sport centers and academies in malaysia. they have characterized that aged ten through forty years old. this age range is based on data where the largest population of online gamers worldwide are those who belong to gen y or familiar, known as a "millennia" and gen z or known as "digital native” (betz, 2019; dolot, 2018; gilbert, 2020). the sample size calculation was conducted using the statistical software g*power (erdfelder et al., 1996) to determine the number of subjects in this study to represent the adequate sample size. the analysis yielded a recommended size of 54 with a predetermined medium effect size of r = .30 with an alpha level at .05 and statistical power of .80. this study involved 221 muslim respondents who agreed to participate in the study. the inclusion criteria of the respondents include they are active players of online gaming and play more than one online game genre, while who exhibited substance use problems and psychosis addiction were excluded in the study. instrumentation this study utilized the psychological well-being scale (pwsb) and the internet gaming disorder-short-form (igds) to measure the variables involved in the study. furthermore, demographic questions of respondents pertaining to their age, experience attending official online gaming training, and frequency of playing were asked along with the instrumentations. the psychological well-being scale (pwsb) this study utilized the psychological well-being scale (pwbs) developed by psychologist carol d. ryff (ryff et al., 2006; ryff, 1989). the scale is designed to measure the following dimensions of eudaimonic psychological well-being: 1) autonomy, 2) environmental mastery, 3) personal growth, 4) positive relations with others, 5) purpose in life, and 6) self-acceptance. in the early of its development, ryff developed this scale with 42 items. however, in the latest edition, ryff et al. (2006) developed a short form of pwbs with 18-items. in both the full and short versions, the response was measured using a 7-point likert scale from "strongly agree" to "strongly disagree", with the scores given range from 1 to 7. reverse-scored items are worded in the opposite direction of what the scale is measuring. in lee, sun, & chiang's research (2019), the short form of pwbs gets .88 for cronbach's alpha, with aggregated subscale alphas of .72–.88, except .57 for the autonomy dimension of psychological well-being. all items were valid with significance at the .01 level (2-tailed) except item no six valid with significance at the .05 level (2-tailed). the 18-items pwbs was reliable with cronbach's alpha .89. in this study, the english version of the pwbs was adopted for the purpose of this study and obtained the overall internal consistency value of cronbach's alpha .90. internet gaming disorder scale-short form (igds9-sf) the igds9-sf was developed by pontes & griffiths (2015). it was the first short standardized psychometric method to measure internet gaming disorder (igd) according to the nine internet gaming disorder (igd) criteria as suggested in the current version of the diagnostic and statistical manual of mental disorders by the american psychiatric sabri, f., & yunus, a. 185 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 association (dsm-5). the igds9-sf is a one-dimensional tool consisting of nine objects that, as in the dsm-5, represent all nine igd criteria. in a heterogeneous sample of 1,397 english-speaking gamers (85.1% males; mean age 27 years) recruited from 52 englishspeaking online gaming forums, the igds9-sf was initially created. this scale using the 5likert point scale from 1 (strongly irrelevant) to 5 (strongly relevant) as a response (t’ng & pau, 2020). the scale has been translated into 14 languages include to malay language version. t’ng and pau (2020) have translated and validated this scale through an online survey. it was conducted among 1175 gamers, consisting of youth aged between 18 and 29 years old. the single-factor scale showed good content validity, concurrent validity, discriminant validity, and reliability (t’ng & pau, 2020). the scale was adopted for the purpose of this study. procedures this study received permission from e-sports centers that were involved in this study prior to administering the questionnaire. the survey was administered using a google form sent out to respective samples. the screening was conducted to exclude samples with substance use problems and psychosis symptoms resulted in 221 muslim respondents who agreed to participate in the study. the data of the respondents’ responses were recorded in google sheet. data analysis descriptive analysis was used to identify the psychological well-being of the respondents. the kendall test was utilized to investigate whether frequency and period of online gameplay and psychological well-being are statistically correlated. furthermore, multiple regression analysis was used to determine if the psychological profile of respondents could predict internet gaming disorder. data were analyzed using spss. results and discussion results the survey was distributed through google form link to the e-sport centers and academies in malaysia. the survey was held from january through march 2021. 221 muslim respondents aged 10 to 40 years old consisted of 192 males and 27 females, and two respondents preferred not to state their gender who indicated their consent to participate in this study. in terms of race and religion, all of them identified themselves as malay muslims. in this study, the age of respondents was categorized in a cohort of generations. 80.5% of respondents were gen z (digital native), and 19.5% were gen y (millennial). if the age range is mapped based on psychosocial development, most respondents are adolescents (71.0%) below 20. meanwhile, 27.6% were early adults, and the rest (1.4%) were middle adults. the mean age of the respondents was 18.14. in addition, some game players prefer to change their gender in the games. in this study, most of the respondents (53.4%) still choose to use the same gender as the real gender, and the rest decide to change their gender during play. furthermore, concerning respondents’ marital status, a majority were single (n = 210), while eight were married, and the rest of them were divorced. concerning respondents’ demographic of online gaming behavior, most respondents (68.67%) never attended official online gaming education or training programs; merely 31.33% participate in special education or training related to online games. furthermore, based on the duration of the gaming experience, most respondents (56.22%) have been playing for more than 36 months. then, 12.02% of respondents played for 12 to 18 months, psychological well-being of muslim online gamers in malaysia: are they mentally well enough? 186 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 and the other respondent was distributed to different categories. further information on the duration of playing is presented in table 1. regarding the psychological well-being scale (pwbs), the results were interpreted that high scores indicate a high level of psychological well-being (wilson et al., 2013). however, to analyze the psychological well-being score, the norming process is required to categorize the respondents’ scores in a rank. the psychological well-being of respondents and their tendency to experience igd is categorized into three-level namely low, moderate, and high. this categorization is based on the percentile obtained as presented in table 2. based on the norm scores, the majority (66.5%) of the respondents were categorized in a moderate level of psychological well-being. in comparison, 21.7% were classified in a low level of psychological well-being. conversely, merely 11.8% of respondents were organized in a high level of psychological well-being. the results for the psychological well-being of respondents are illustrated in table 3. table 1. respondents’ demographics of online gaming behavior n % experience attending official online gaming education/training yes 67 31.33 no 154 68.67 duration of gaming experience for 6 months or less 7 3.00 7 to 11 months 12 5.58 12 to 18 months 26 12.02 19 to 24 months 20 9.01 25 to 30 months 16 7.30 31 to 36 months 15 6.90 more than 36 months 125 56.0 frequency of playing online games in a week 7 days a week/daily 183 82.83 6 days a week 9 4.29 5 days a week 9 4.29 4 days a week 8 3.86 3 days a week 7 2.58 2 days a week 4 1.72 1 day a week 1 0.43 duration of playing online game in a day 1 hour or less 9 4.29 2 to 3 hours 60 26.61 4 to 5 hours 65 29.18 6 to 8 hours 50 23.18 more than 8 hours 37 16.74 table 2. score norms of psychological well-being (pwbs) level formula score low x < (μ – 1. σ) x < 72 – 18/ x < 54 moderate (μ – 1. σ) < x < (μ + 1. σ) 72-18 < x < 72+18 / 54 < x < 90 high (μ + 1. σ) < x 72 + 18 < x / 90 < x score norms of internet gaming disorder (igd) level formula score low x < (μ – 1. σ) x < 27 – 6/ x < 21 moderate (μ – 1. σ) < x < (μ + 1. σ) 27-6 < x < 27+6 / 21 < x < 33 high (μ + 1. σ) < x 27 + 6 < x / 33 < x table 3. level of psychological well-being (pwbs) (n=221) level frequency percent low level of pwbs 48 21.7 moderate level of pwbs 147 66.5 high level of pwbs 26 11.8 sabri, f., & yunus, a. 187 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 the psychological well-being instrument has six subscales. all subscales were investigated in this study. the maximum score for a subscale is 21, and the lowest score is 7. all of the subscales mean within the range of 9.99 to 12.40. the respondents’ scores at all subscales of psychological well-being were at a moderate level. however, the highest mean of subscales achieved was the purpose in life (12.40) and positive relationships with others (11.86). in contrast, the lowest subscale mean was personal growth (9.99) and autonomy (10.62). the full picture of the psychological well-being subscale showed in table 4. in addition, there is a significant negative correlation between psychological well-being score and frequency of playing online gaming in a week with τb = -.149, n = 221, and p = .006. in addition, there is a negative correlation between psychological well-being scores and table 4. the subscale of psychological well-being the subscale of psychological well-being m sd autonomy subscale of pwb 10.62 4.293 environmental mastery subscale of pwb 11.00 3.934 personal growth subscale of pwb 9.99 4.286 positive relations with others subscale of pwb 11.86 3.856 the purpose in life subscale of pwb 12.40 3.374 the self-acceptance subscale of pwb 11.04 3.789 table 5. psychological well-being and spent of time (n = 221) measurement duration of play frequency of playing online games in a week duration of playing online games in a day kendall's tau_b of pwbs τb -.049 -.149* -.038 ρ .374 (>.05) .006 (<.05) .452 (>.05) table 6. mean score of igd symptoms (n=221) igd symptoms m sd gaming for escape or mood 3.40 1.37 preoccupation 3.32 1.20 tolerance 3.15 1.26 gaming despite harms 3.07 1.32 loss of control 3.00 1.30 withdrawal 2.91 1.37 deception of others about gaming 2.79 1.44 nongaming interest 2.65 1.36 conflict/interference due to gaming 2.54 1.41 table 7. means, standard deviation, and inter-correlation for psychological well-being and internet gaming disorder (n=221) variables m sd pwb igd psychological well-being 68.28 21.358 .4344** internet gaming disorder 26.83 8.019 .4344** **p < .000 table 8. regression analysis summary for psychological well-being predicting internet gaming disorder (n = 211) variable b ci β p constant igd 1 igd 2 igd 3 igd 4 igd 5 igd 6 igd 7 igd 8 igd 9 48.521 -.230 2.66 .293 1.49 1.86 -2.98 1.83 .030 2.09 [ 39.344, 57.698] [-2.570, 2.110] [.466, 4.864] [-2.026, 2.611] [-.741, 3.728] [-.232, 3.969] [-5.192, -.775] [-.197, 3.873] [-1.865, 1.925] [-.006, 4.196] -.014 .189 .019 .101 .132 -.204 .138 .002 .152 .000 .846 .018 .804 .189 .081 .008 .076 .975 .051 note: r2 adjusted = .182. ci = confidence interval for b. psychological well-being of muslim online gamers in malaysia: are they mentally well enough? 188 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 duration of daily online games playing, but this is less significant with τb = -.038, n = 221, and p = .452. moreover, there is a negative correlation between psychological well-being scores and duration of play. the result show less significant with τb = -.049, n = 221, and p = .374. concerning internet gaming disorder among the respondents, it was assessed using the igds9-sf (pontes & griffiths, 2015). the scale categorized online games deemed to experience the gaming disorder if they answered “strongly relevant” or scoring by “5” for at least five symptoms out of nine. in addition, they are categorized to experience gaming disorder if they experience the symptoms for less than a year. thus, the respondents of this study answered the igd questions based on their one-year experience of playing online games. results demonstrated that less than 50% of the respondents (n = 23) experience gaming disorder symptoms while the rest experience few symptoms of internet gaming disorders. however, they are not deemed to be categorized as having full gaming disorder. to further understand the gaming disorder symptoms among the respondents, the mean score of every item that represented symptoms of gaming disorder was analyzed. all the items mean within the range of 2.54 to 3.40, which indicated the gaming disorder symptoms were at a moderate level. within the range, the highest mean of symptom was gaming for escape or mood, m=3.40, followed by preoccupation symptoms, m = 3.32, and tolerance, m = 3.15. the mean score for each symptom was depicted in table 6. a pearson’s correlation (r) was computed to assess the correlation between psychological well-being scores and igd. there was a moderate significant correlation between these two variables (r = .434, p = .000). based on the correlation value, the coefficient of determination can be predicted. this value indicated that 18.84% of the respondents’ differences in gaming disorder results are associated with their psychological well-being difference (r2 = .18835). the results of the correlation may be found in table 7. to answer whether the psychological well-being could be used to predict chances of developing internet gaming disorder in respondents, the multiple regression was conducted for analysis. the results from the regression equation were statistically significant, f = 5.221, p = .000. the model summary gives r2 =.182. this model showed that 18.2% of the respondents’ differences in internet gaming disorder are accounted for by their differences in autonomy, environmental mastery, personal growth, positive relations, the purpose in life, and self-acceptance of psychological well-being. with respect to examining the statistical significance of the regression coefficients for each predictor, preoccupation and withdrawal symptom of internet gaming disorder were statistically significant at the .05 level, p = .018, and p = .008 respectively. this suggests that these symptoms of igd that most contributed to predicting psychological well-being of respondents. the results were presented in table 8. when analyzing the percentage for each predictor’s contribution to the variance in the psychological well-being, the results from the part correlation between psychological wellbeing and the nine predictors from the regression analysis were used for that purpose. the results from the part correlation indicated negative correlation for gaming to escape (r = -.013, r2 = -.012) and withdrawal (r = -.180, r2 = -.166) suggesting that the lower the score on these two symptoms of igd, the healthier online gamers’ psychological well-being would be. additionally, the r = .162, r2 = .149 for preoccupation suggests that 14.9% of the variance in psychological well-being is accounted for by the variance in preoccupation and the r = 1.20, r2 = .109 for loss of control suggests that 10.9% of the variance in the psychological well-being is accounted for by the variance in loss of control. moreover, the r = .122, r2 = .111 for deception of others about gaming suggests that 11.1% of the variance in the psychological well-being is accounted for by the variance in deception of others about gaming. lastly, the r = .134, r2 = .122 for conflict due to gaming suggests that 12.2% of the variance in the psychological well-being is accounted for by the variance in conflict due to sabri, f., & yunus, a. 189 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 gaming. from the results, internet gaming disorder symptoms like preoccupation with the game and conflicts in life due to gaming are relatively more important predictor than deception of others about gaming loss of control for predicting psychological well-being. discussion the aim of this research was to look into the psychological well-being of muslim online gamers and the factors contributed to it. the population of this study is aligned with the current trend of online games in the world. in the current direction, children start playing online games earlier (sinclair, 2019). the most significant online gamers worldwide are gen y and gen z (gilbert, 2020; betz, 2019; dolot, 2018). these two groups range cover 61% of the total online gamer population in the world (gilbert, 2020). previous researchers and scholars have been concerned about psychological well-being among online gamers (kowert, 2020). in this research, the frequency and duration of playing video games were used in kendall’s τ coefficient analysis to analyze its relation with psychological well-being of online gamers. the statistical findings support for this hypothesis of a relationship between the frequency and duration of playing online games and psychological well-being. although the findings suggest that the more frequent they play video games, the lower their psychological well-being would be, however this is not a causation relationship. there are many other factors that could mediate the correlation direction between these two variables. ponnusamy et al. (2020) found that a high level of psychological well-being has been correlated with willpower to resist their short-term needs (i.e., gain respect and support) while focusing on the long-term work plan. this could be a protective factor to avoid putting them at high risk for internet addiction. this finding parallels with the results of the study by goh, jones, and copello. in their report, it was stated that out of 165 respondents surveyed, a negative correlation was found between psychological well-being and the higher level of playing games (goh et al., 2019). kocadag’s research results also explain the same phenomenon. the group of online gamers who played more than an average of six hours a day had significantly lower psychological well-being than the group who played less than an average of six hours a day (kocadağ, 2020). online gamers who play daily affect their psychological well-being levels. moreover, teenagers’ desire to have an e-sport career significantly predicts their psychological wellbeing level in low levels (kocadağ, 2019). hence, the playing duration of online games becomes a string parameter that correlates with the psychological well-being of the gamers. the psychological well-being of online gamers is influenced by various variables such as competitive behavior deemed necessary for professional e-sports players. online game competitions are always full of challenges. pressure such as time pressure and an impediment to goal progress—can interfere with emotional well-being (gärling et al., 2016). games and the desire to win competition also risk in increasing stress. this stress then increases physical problems such as stress appraisal, cardiovascular issues, and emotional outcomes (porter & goolkasian, 2019). in fact, in the process of competing and adapting to online gaming, peer pressure can arise (guo et al., 2018). to cope with psychological distress, religion role has been discussed extensively by experts. some researchers found that individuals involved in public religious activities showed no significant relationship with their overall psychological well-being as compared to private religious activities (nurasikin, khatijah, aini, ramli, aida, et al. 2013). moreover, intrinsic religiosity was found to have negatively significant with the emotional disorder, such as depression (francis et. al., 2019). intrinsic religiosity is referred to as degree of one’s commitment and motivation towards personal religion. on the other, there were also some studies recorded that there were no significant association between religiosity and psychological well-being (lupo & strous, 2011). although the findings were inconsistent, psychological well-being of muslim online gamers in malaysia: are they mentally well enough? 190 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 religion remains as an essential societal component to be studied in discussing the overall psychological well-being. in malaysia, che rahimi, bakar, & yasin (2021) in their study revealed that demographic factors including age, religion, zone, positive and negative religious coping have significant relationship with presence of psychological disorder. their study confirmed that religion played a role in determining one’s psychological well-being status in managing distress. in addition to demographic factors, the findings of this research strengthened the evidence that psychological well-being of online gamers served as a contributing factor for internet gaming disorder. the findings from this research are in line with the results of saunder et al. (2017), who found that the prevalence of disorder gamers in some asian countries ranges from 10-15%. significant correlation between psychological well-being and gaming disorder symptoms, i.e., gaming for escape or mood relief, preoccupation, and tolerance, should be addressed when discussing the overall well-being of online gamers. a systematic review study found that escapism and avoidance coping are both predictors of igd and mediators between various psychological characteristics (such as self-esteem, loneliness, self-concept, and anxiety) and problematic online gaming (melodia, canale, & griffiths, 2020). therefore, additional tools to assist online gamers in regulating their emotions become critical and serve as protective factors to curb online gaming addiction. skills in emotional regulation can range from religious activities to cognitive and behavioral aspects of individuals. for muslim online gamers specifically, degree of their personal religion commitment and motivation could be used as an additional tool for emotional regulation in maintaining overall psychological well-being. implications this study has provided additional information about the effects of frequency and duration of play on the psychological well-being of muslim online gamers. the findings of this study can serve as a basis for counselors in schools and social workers dealing with adolescent gamers to provide proper assistance for them to reduce the tendencies of getting into internet addiction. if frequency and duration of play could be risk factors for gamers’ psychological well-being, protective factors, such as emotion regulation skills, mindfulness activities, and well-balanced daily activities, are needed. this could be integrated into the addiction prevention of online games. limitations and suggestions in this study, a survey design was used, thus limits its interpretation to overgeneralize its findings. in future research, a qualitative approach can be used to explore the subscales of psychological well-being and cross-check the results obtained quantitatively. motivation to play online games can be used as a moderating variable between psychological well-being and other variables. conclusions in conclusion, the points of the findings highlight the significant correlation between duration of play online gamers and psychological well-being and internet gaming disorder. this study recognizes variables of the psychological well-being of online gamers in discussing their gaming disorder. acknowledgment this work was funded by the research grant awarded by universiti sains islam malaysia pppi/isi/fkp/0119/05100/17219. sabri, f., & yunus, a. 191 islamic guidance and counseling journal vol. 4, no. 2, pp. 181-193, july 2021 author contribution statement fs conceived the presented idea, verified the data analysis, supervised the findings of this work, and provided final editing of the manuscript. ay carried out the data collection and wrote the manuscript draft. references barr, m., & copeland-stewart, a. 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(2017). the role of religion in history. routledge. https://doi.org/10.4324/9781315134680 wilson, r. s., boyle, p. a., segawa, e., yu, l., begeny, c. t., anagnos, s. e., & bennett, d. a. (2013). the influence of cognitive decline on well-being in old age. psychology and aging, 28(2), 304–313. https://doi.org/10.1037/a0031196 copyright holder : © sabri, f., & yunus, a. (2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: mulawarman, m., rahmawati, a., ariffudin, i., wibowo, m., purwanto, e., shafie, a., & afriwilda, m. (2021). reality group counseling for indonesian-malaysian muslim students with problematic internet use: is it effective? if so, how does it work?. islamic guidance and counseling journal, 4(2). https://doi.org/10.25217/igcj.v4i2.1700 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung reality group counseling for indonesian-malaysian muslim students with problematic internet use: is it effective? if so, how does it work? mulawarman mulawarman 1 *, ajeng intan nur rahmawati 2 , imam ariffudin 2 , mungin eddy wibowo 1 , edy purwanto 1 , amin al haadi bin shafie 3 , mayang afriwilda 1 1 universitas negeri semarang, indonesia 2 universitas pgri kanjuruhan malang, indonesia 3 universiti sains islam malaysia, malaysia mulawarman@mail.unnes.ac.id* article information: received july 20, 2021 revised november 26, 2021 accepted december 24, 2021 keywords: group counseling; muslim students; problematic internet use; reality therapy abstract problematic internet use (piu) is one of the factors that influence mental health and psychosocial issues, particularly for students. however, limited research when it comes to such specificities as muslim students. this research was designed to examine the effectiveness of reality group counseling in reducing the level of piu on muslim students. a quantitative approach with quasi-experiment pretest-posttest control group design was administered to examine the impact of reality group counseling on piu. twenty-eight muslim students (14 junior and 14 high school students), from indonesia and malaysia, were participated in the study. generalized problematic internet use scale 2 (gpius2) was employed to measure the piu and was analyzed using mixed anova. the results showed that reality group counseling was significantly reduced the piu level of participants in both countries. thus, it can be concluded that reality group counseling should be implemented to treat muslim students with a high level of piu. the research findings and limitations are discussed. introduction the use of the internet is increasingly widespread in all areas of life, especially among young people around the world. as well as malaysia and indonesia which are known as countries with a majority muslim population in southeast asia (ridho et al., 2019). just like any other country, the internet has become an important part of daily lives and has a high impact on education in particular (ching et al., 2017). internet has been transformed into becoming vital part of daily life and it inevitable that its users come from various group, with no exception to students. they use internet to support their academic and non-academic activities (anderson et al., 2016). the internet is considered by all muslims to reflect western concerns and approaches. in the islamic world, you risk losing your identity in the face of the amazing amount of western material transmitted over the internet. some religious institutions consider the internet to be a western tool proposed to eradicate the standard reputation of islam. demonstrations of free conversation made possible by the internet realize what is seen by religious authorities as undermining the multi-level structure of ethical and moral https://orcid.org/0000-0002-6150-6027 mailto:mulawarman@mail.unnes.ac.id https://orcid.org/0000-0002-6628-4873 https://orcid.org/0000-0002-7849-8705 https://orcid.org/0000-0002-3361-6018 https://orcid.org/0000-0002-5155-5845 https://orcid.org/0000-0003-0228-1144 https://orcid.org/0000-0003-3054-1257 mailto:mulawarman@mail.unnes.ac.id https://orcid.org/0000-0002-6628-4873 https://orcid.org/0000-0002-7849-8705 https://orcid.org/0000-0002-3361-6018 https://orcid.org/0000-0002-5155-5845 https://orcid.org/0000-0003-0228-1144 https://orcid.org/0000-0003-3054-1257 mailto:mulawarman@mail.unnes.ac.id https://orcid.org/0000-0002-6628-4873 https://orcid.org/0000-0002-7849-8705 https://orcid.org/0000-0002-3361-6018 https://orcid.org/0000-0002-5155-5845 https://orcid.org/0000-0003-0228-1144 https://orcid.org/0000-0003-3054-1257 mailto:mulawarman@mail.unnes.ac.id https://orcid.org/0000-0002-6628-4873 https://orcid.org/0000-0002-7849-8705 https://orcid.org/0000-0002-3361-6018 https://orcid.org/0000-0002-5155-5845 https://orcid.org/0000-0003-0228-1144 https://orcid.org/0000-0003-3054-1257 mailto:mulawarman@mail.unnes.ac.id https://orcid.org/0000-0002-6628-4873 https://orcid.org/0000-0002-7849-8705 https://orcid.org/0000-0002-3361-6018 https://orcid.org/0000-0002-5155-5845 https://orcid.org/0000-0003-0228-1144 https://orcid.org/0000-0003-3054-1257 mailto:mulawarman@mail.unnes.ac.id https://orcid.org/0000-0002-6628-4873 https://orcid.org/0000-0002-7849-8705 https://orcid.org/0000-0002-3361-6018 https://orcid.org/0000-0002-5155-5845 https://orcid.org/0000-0003-0228-1144 https://orcid.org/0000-0003-3054-1257 mailto:mulawarman@mail.unnes.ac.id https://orcid.org/0000-0002-6628-4873 https://orcid.org/0000-0002-7849-8705 https://orcid.org/0000-0002-3361-6018 https://orcid.org/0000-0002-5155-5845 https://orcid.org/0000-0003-0228-1144 https://orcid.org/0000-0003-3054-1257 mailto:mulawarman@mail.unnes.ac.id reality group counseling for indonesian-malaysian muslim students with problematic internet use: is it effective? if so, how does it work? 170 islamic guidance and counseling journal vol. 4, no. 2, pp. 169-180, july 2021 characteristics that are at the core of traditional religions. although the internet is still in its infancy as a major medium, it is important that the analysis of media contributions influences the various potential impacts on the use of this new type of communication (nadeem et al., 2019). globally, the number internet users have experienced dramatic growth reaching 76% all over the world (poushter, 2016) and it is estimated that this growth will keep increasing every year. even in indonesia, kids and teenagers internet users reach 50% (apjii, 2019). as a matter of fact, not only in indonesia, the prevalence of internet users in neighboring country such as malaysia has also experienced the same phenomena that children aged 6-12 years old has been categorized as moderate users while teenagers aged 12-18 years old is categorized as at risk users (kapahi et al., 2013). this is in line with research conducted by khodabakhsh et al. (2020) on students in malaysia which stated that younger students used the internet more than older people. this is because younger students find the internet more entertaining, interesting, interactive, and satisfying which leads them to become addicted to the internet. there are always two sides to every coin regarding the issue with internet users, positive side and negative side. as long as it is used for relevant purpose, internet will be very useful for students to support their academic and non-academic potential. based on research conducted by aqil & ahmad (2011) on muslim students states that the internet is a good source of information and a good channel for accessing online information sources to research scholars. on the other side, besides for the reason dealing with improving skill and selfdevelopment, the internet can also bring negative impact for them. in addition, the overuse of internet without clear purpose will only worsen the bad impact either personally, academically, cognitively or socially. internet overuse which brings negative impact to an individual development is called problematic internet use or shortened into piu. this problem in using internet was also called excessive internet use, compulsive internet use or internet dependence (kuss & griffiths, 2014; kuss & lopez-fernandez, 2016; odaci & çelik, 2016). piu is one of the factors that influence mental and psychosocial problems. based on research conducted by shadzi et al. (2020) students with piu when compared to non-piu students can develop symptoms of depression about 2.5 times higher. piu can also increase the risk of anxiety and stress, especially in adolescents and young adults. problems caused by piu are such as disturbed social relationship, low level of social happiness (caplan et al., 2009), disturbed sleep pattern (belanger et al., 2011; lam, 2014), depression (ivezaj et al., 2017), the presence of problem related to psychological health such as social anxiety, fear (issa & isaias, 2016; ivezaj et al., 2017), or even substance abuse behavior (lee et al., 2013; rahmawati, 2018). moreover, other impacts particularly in academic life are disturbed aspects of multiple intelligences such as degrading interpersonal and intrapersonal ability and decreasing face to face social interaction (caplan, 2010; kuss & griffiths, 2014; young & de abreu, 2017), decreasing level of motivation to work and to study (ravizza et al., 2014), and also decreasing students’ level of motivation to achieve something (choi et al., 2011). furthermore, the results of a study conducted in pakistan show that when using the internet, students sometimes neglect religious obligations which explain the anti-religious aspect in line with the increasing effect of excessive internet use. this is different for rural students as there is no internet facility in most rural areas of the country (nadeem et al., 2019). in addition, understanding religious culture will have a huge impact on muslim students who intend to clarify the assessment of various internet cultures. with the rise of religious fundamentalism, comes a response to globalization and innovation (campbell, 2005; nadeem et al., 2019). among college students, nadeem et al. (2019) found that intrinsic religious orientation was a protective factor against compulsive internet use, whereas those who had undergone deconversion showed higher problematic use. although these associations are fairly mulawarman, m., rahmawati, a., ariffudin, i., wibowo, m., purwanto, e., shafie, a., & afriwilda, m. 171 islamic guidance and counseling journal vol. 4, no. 2, pp. 169-180, july 2021 consistent, ekşi and iftçi (2017) did not find a significant relationship between students' level of belief and problematic internet use. furthermore, there have been many studies conducted to reduce the level of internet addiction on students (firouzkouhi et al., 2021; han et al., 2020; tasiye et al., 2021), but there has been no previous research that focuses on individual identification of muslims and internet addiction. according to the aforementioned explanation, intervention is necessary in order to facilitate muslim students experiencing piu to be more responsible to their role as students to develop their academic and non-academic potential. thus, intervention given is expected to be able to accommodate students’ intelligence level to counter internet abuse which causes students to neglect their responsibility. one of the interventions that focus on regain an individual responsibility is reality counseling in group setting. reality counseling aims to make students able to more responsible for their choice without disturbing other people’s rights as well as to help them accept reality in fulfilling their need, without denying it (fuller & fuller, 1982; glasser, 2015). in addition, the application of group setting aims to provide dynamic situation among the individuals in order to interact each other and exchange experiences so that each member’s will be more open minded (berg et al., 2018; corey, 2012). therefore, the purpose of this study is to test the effectiveness reality group counseling especially in decreasing the tendency of problematic internet use in high school muslim students (junior and senior high school) in indonesia and malaysia. rationale of the current study this study is different from previous studies because it specifically focusing to decrease the muslim student’s problematic internet use by examining the effectiveness of group counseling with a reality approach. the use of reality counseling carried out with group services provides the members of the group get opportunities to solve their problems through interaction with other members helped by a counselor (sutanti et al., 2018). based on the research conducted by saletti et al. (2021), who examined meta-analysis of interventions that have been used to deal with problems of internet use. efforts to prevent piu must continue to be carefully designed and theoretically informed, use evidence-based and multiple strategies to address identified risks and protective factors, and engage relevant stakeholders for their implementation, following the prevention guidelines established for the field of psychology (apa, 2014). in addition, careful attention should be placed on the conceptualization and selection of the behaviors and assessment tools used to measure outcomes, as they are critical to guiding interventions and measuring their effectiveness. research conducted by herianto & darminto (2019) that tested the effectiveness of reality group counseling to reduce the habit of using cell phones during the learning process showed that reality group counseling was effective to use. however, this study only examines the use of cellphones during the teaching and learning process, not specifically leading to excessive and problematic internet use. according to ismail & zawahreh (2017), the use of technology and the internet, in particular, is based on individual control. the decision to use a particular website, switch to another site, or log out is a personal decision related to internal and individual control. it is in line with madukwe et al. (2016) stated that the purpose of reality counseling is to help counselees have greater control over their own lives and be able to make better choices. hypotheses 1. reality group counseling is effective in decreasing the level of problematic internet use of muslim students. 2. there is an interaction effect on the effectiveness of reality group counseling to decreasing the level of problematic internet use of muslim students. reality group counseling for indonesian-malaysian muslim students with problematic internet use: is it effective? if so, how does it work? 172 islamic guidance and counseling journal vol. 4, no. 2, pp. 169-180, july 2021 methods research design this experimental study which was conducted in two countries (indonesia-malaysia. this research is quantitative in nature, and uses a quasi-experimental design. the experimental design used was a pre-post control group design involving 2 groups, namely the experimental group and the control group. counseling activities are carried out face to face. participants the participants of the research were 56 students divided into two education levels. 28 indonesian students consisted of 14 muslim students of junior high school (5 male and 9 female students) and 14 muslim students of senior high school (6 male and 8 female students) while in malaysia, 28 students consisted of 14 students of junior high school (3 male and 11 female students) and 14 students of senior high school (6 male and 8 female). the participants were selected using purposive sampling technique with inclusion criteria. the inclusion criteria were students who had problematic internet use categorized as high and very high and muslim. instrument research data were collected using generalized problematic internet use scale 2 (gpius2) instrument (caplan, 2010), which had been adapted into indonesian and malaysian language with 0.9 reliability level (chronbach’ alpha). gpius2 consisted of 15 items of questions with 5 sub indicators consisting of preferences of online social interaction (posi), excessive internet use, preoccupation cognitive, mood regulation, and negative outcome. this instrument has 7 answer choices in likert scale from 1-7 (1= “strongly disagree” to 7= “strongly agree”). in general, the measurement score obtained was classified into five categories as follows: normal (≤ 21), light (≤ 42), moderate (≤ 63), high (≤ 84), and very high (≤ 105). procedures there are several steps taken, the study was performed in accordance with the declaration of helsinki (wma, 2013). first, the researcher gave a pretest to determine the level of problematic internet use of students before the intervention. second, the researcher gives informed consent to be read, understood, and signed which contains the rights, obligations and risks that may occur during the research process to the subject. third, providing 6 sessions of reality group counseling interventions with 2x40 minutes allotment for each session. the group leader several authors both in indonesia and malaysia who also a professional counselor in guidance and counseling able to provide counseling services using a reality approach. next, the experimental group will be given group counseling with a reality approach, while the control group will be given treatment as usual (tau). fourth, the provision of a post-test to see changes in the level of problematic internet use of students. data analysis before testing the hypothesis, the normality test is carried out. research data were analyzed using descriptive statistical analysis and mixed design anava using spss 23 software. mulawarman, m., rahmawati, a., ariffudin, i., wibowo, m., purwanto, e., shafie, a., & afriwilda, m. 173 islamic guidance and counseling journal vol. 4, no. 2, pp. 169-180, july 2021 t a b le 1 . d e m o g ra p h ic d a ta a n d th e c o m p a riso n o f r e se a rc h s u b je c ts’ m e a n in d o n e sia g ro u p e x p e rim e n t c o n tro l s e x p iu l e v e l t 1 t 2 t 1 t 2 a g e m s d m s d m s d m s d m a le (% ) f e m a le (% ) jh s 7 1 .2 8 9 .7 0 6 2 .7 1 8 .3 6 7 6 .5 7 6 .9 8 6 9 .5 7 4 .7 9 1 5 -1 6 5 (.0 9 ) 9 (.1 6 ) h ig h m d 8 .7 2 * 6 .7 1 * s e 3 .9 3 .9 5 s ig . .0 3 .0 0 s h s 7 3 .4 2 9 .1 8 5 9 .0 0 6 .4 2 6 9 .0 0 3 .5 6 6 4 .5 7 1 .2 7 1 5 -1 6 6 (.1 1 ) 8 (.1 4 ) h ig h m d 1 3 .8 9 * 4 .6 9 s e 3 .9 6 3 .7 4 s ig . .0 0 .2 2 t o ta l 1 1 (.2 0 ) 1 7 (.3 0 ) m a la y sia g ro u p e x p e rim e n t c o n tro l s e x p iu l e v e l t 1 t 2 t 1 t 2 a g e m s d m s d m s d m s d m a le (% ) f e m a le (% ) jh s 7 9 .5 7 7 .2 5 6 2 .4 3 8 .9 7 8 3 .0 0 1 0 .2 6 6 8 .4 3 1 6 .5 7 1 4 -1 5 3 (.0 4 ) 1 1 (.2 0 ) h ig h m d 1 8 .1 1 * 1 4 .2 8 * s e 3 .9 3 3 .9 5 s ig . .0 0 .0 0 s h s 6 6 .2 9 7 .6 5 5 2 .7 1 8 .5 8 6 5 .7 1 4 .6 1 6 6 .4 3 1 0 .6 4 1 5 -1 6 6 (.1 1 ) 8 (.1 4 ) h ig h m d 1 3 .4 4 * -.8 4 3 s e 3 .9 3 .9 1 s ig . .0 0 .8 3 t o ta l 9 (.1 6 ) 1 9 (.3 4 ) n o te . jh s = ju n io r h ig h sc h o o l, s h s = s e n io r h ig h sc h o o l, m = m e a n , m d = m e a n d iffe re n c e (t 1 -t 2 ), s d = s ta n d a rd d e v ia tio n , s e = s ta n d a rd e rro r, l = m a le , p = f e m a le reality group counseling for indonesian-malaysian muslim students with problematic internet use: is it effective? if so, how does it work? 174 islamic guidance and counseling journal vol. 4, no. 2, pp. 169-180, july 2021 results and discussion results the results of descriptive data and analysis of the research, which are show in table 1. demographic data of research subjects in general can be seen in table 1. the characteristics of total student samples (n = 56) which became the participants of this study was 20 male students (36%) and 36 female students (64%) from two different education levels (junior high school and senior high school) in indonesia and malaysia. in general, students becoming participants in this study were aged 15 years old and the majority of them were female. overall, these students had been identified as having piu categorized as high. table 1 also shows that all experiment groups in all levels, either in indonesia or malaysia, experienced a significant decrease in piu level (md(jhs idn) = 8.72, md(shs idn) = 13.89, md(jhs mys) =18.11, md(shs mys) = 13.44, p < .05). meanwhile, the control group in each level in both countries shows different result. in this group, only two groups experiencing a significant decrease. however, the decrease was not as high as experiment group (md(jhs idn) = 6.71*, md(jhs mys) = 14.28, p < .05; md(shs idn) = 4.69, md(shs mys) = .843, p > .05). this different result indicates that the practice of reality group counseling was statistically effective in reducing the level of piu experienced by the students. this finding is supported by the result of mixed anava analysis (between the subjects) in table 2 showing that there is difference between experiment and control group (f = 4.65, p < .05). the result of the comparison of the mean in table 1 in general is strengthened by the elaboration of mixed anava analysis result (within subjects) in table 2. mixed anova test in table 2 explains in detail how the relationship between repetitive measurement (t1-t2) with the data in table 2 shows that there is no significant decrease in piu level from pre-test to post-test (t1-t2) if seen from age, sex, education level, and country aspect (f = .00, 1.08, 1.07, 1.20, p > .05, respectively). by referring to table 1, the result of mixed anava indicates that reality group counseling given to students is able to reduce students’ piu level regardless their age, sex, education level, or home country (table 1). this indication is also supported by the result of another mixed anava analysis from within subject aspect which shows that interaction between repetitive measurement with research group and countries, either by including education level or not is not significant f = .01, 1.13, p > .05, respectively). a contrast interaction is shown by significant relation between repetitive measurement (t1-t2) and groups, either by including education level or not (f = 4.57, 6.40, p < .05, respectively). this statistical result shows that the change from pre-test to post-test from each student in both countries, either in junior high level or senior high level, when seen from research groups (experiment and control) is significantly different. the mean of students’ piu level of experiment group (either in junior high level or senior high level) overall shows a more significant decrease compared to that of control group (table 1). in addition, the decrease of piu level in each student seen from education level and countries (without regarding to experiment or control group) shows significant difference in table 2. analysis of mixed anava effect time within subject between subject f df sig. f df sig. time*age t1-t2 .00 1 .96 .15 1 .70 time*sex t1-t2 1.08 1 .30 .20 1 .66 time*group t1-t2 4.57* 1 .04 4.65* 1 .04 time*edu level t1-t2 1.07 1 .31 5.97* 1 .02 time*nation t1-t2 1.20 1 .28 .022 1 .88 time*group*edu level t1-t2 6.40* 1 .02 .192 1 .66 time*group*nation t1-t2 .01 1 .94 .239 1 .63 time*edu level*nation t1-t2 5.23* 1 .03 2.99 1 .09 time*group*edu level*nation t1-t2 1.13 1 .29 1.03 1 .32 file:///d:/a/igcj/vol%204%20no%202/production/tab mulawarman, m., rahmawati, a., ariffudin, i., wibowo, m., purwanto, e., shafie, a., & afriwilda, m. 175 islamic guidance and counseling journal vol. 4, no. 2, pp. 169-180, july 2021 the decrease (f =5.23, p < .05). seen from the result of mean differences in table 1, the statistical result indicates that there is different focus on the decrease of piu level in each education level. senior high school level of education in both countries has on the average bigger decrease than the average decrease in junior high school level (table 1). this result is also supported by between subject analysis showing that there is difference between the both education level. (f = 5.97, p < .05). discussion two main findings have been observed in this study. first, reality counseling in a group setting was proven to be able to reduce the level of problematic internet use of students. second, there is an interaction effect between junior high school and high school students, which is more dominant seen in high school students. in relation to the first finding, through the application of reality group counseling, the students are encouraged to fulfill their basic needs without neglecting the rules, responsibilities or their real condition (capuzzi & stauffer, 2016; corey, 2013). furthermore, sami 2 c 3 mechanism applied in reality group counseling makes the students able to choose a new behavior that is in accordance to their ability so that they do not feel forced or burdened (capuzzi & stauffer, 2016; corey, 2012). apart from choosing a new behavior, reality counseling in group setting also encourages students to improve their self-evaluation, thus, they can see their self-capability (wubbolding, 2017). reality group counseling also focuses on commitment which will ease students to optimize the fulfillment of new behavior (capuzzi & stauffer, 2016; kim, 2008). in reality counseling, basically, all behaviors performed voluntarily will result in satisfaction and will be more effective (glasser, 2011; wubbolding, 2017). these factors make reality group counseling accepted by all of the students, particularly the muslim students in indonesia and malaysia. different result between these two levels occurs because senior high school students are relatively on the phase of entering psychological maturity. this is regarding to the fact that an individual grows from a kid into teenager, and as they grow older, they become more stable (del piero et al., 2016). kuss et al. (2013) reported that younger students tend to be easily distracted during the process of their identity formation, self-reality formation, interpretation, and building close relationship in real world. this indicates that younger students has lower ability to cope and thus make internet an escape from their problem (guglielmucci et al., 2017). both muslim students in indonesia and malaysia may suffer from piu because basically they try to fulfill their basic need of academic accomplishment, friendship, pleasure, freedom, or even lifestyle through internet (capuzzi & stauffer, 2016; corey, 2013). ironically, even when they are accessing the internet, they sometimes forget their obligations as a muslim (nadeem et al., 2019). the fulfillment of those needs does not fully concern rule aspects (in terms of norms or law), responsibility, and their real condition (capuzzi & stauffer, 2016; corey, 2013). the portion of the need fulfillment, in fact, tends to lead merely on pleasure so that it makes them addicted and ignore their tasks and responsibilities as students, either in doing their homework or studying (ma, 2011). the students who are at first intended to do positive internet activities become distracted to use the internet for such a long duration of time. this brings negative impacts to their real life (guglielmucci et al., 2017; kuss & lopez-fernandez, 2016; rachmayani, 2017). some other findings show that theoretically, the decrease of students’ piu level is influenced by such aspects as self-control and self-management in the students’ self. as reported by previous studies, piu correlates negatively to self-control (mei et al., 2016) and self-control management (akın et al., 2015). when these two variables increase, piu experienced by an individual will decrease. this is further supported by research conducted by omar (2020) which states that therapists can provide reality therapy-based group reality group counseling for indonesian-malaysian muslim students with problematic internet use: is it effective? if so, how does it work? 176 islamic guidance and counseling journal vol. 4, no. 2, pp. 169-180, july 2021 counseling that allows internet addicted clients to recognize that they may have allowed themselves to choose to become addicted to internet use in unhealthy ways and that they are responsible for mental disorders or psychiatric disorders that arise through internet use that are a consequence of spending long hours online. the results of previous studies show the reality of therapy-based group counseling which shows a decrease in the level of internet dependence among students and an increase in their actual level of life satisfaction odacı & çelik (2017). limitations and suggestion reality group counseling is proven to be able to decrease students’ piu level in high school levels in indonesia and malaysia. the application of reality group counseling will be more effective if given to an individual who has had psychological maturity and a better and mature way of thinking than to an individual who has not been stable because, in reality group counseling, there is a concept of behavior choices selecting with samic3 that requires commitment and maturity of all aspects in an individual self. in addition, theoretically, there is self-control and self-control management roles in the shaping of the new behavior. therefore, further research related to the influence of reality group counseling mediated by self-control and self-control management is necessary. regarding the research design used, the method of determining the research subject group by purposive sampling does not really guarantee the representation of the research population and not using repeated measurements to see the effect of the intervention over a certain period of time. therefore, futher research can use different types of research analysis, to expand the reach of research, research for the level of college students is needed along explore the relationship between the problem of internet use and the level of religiosity of muslim students in more depth. implications the results of this study provide evidence that the effect of reality group counseling can have an effective effect on decreasing problematic internet use on muslim students and can be used as a conceptual and practice reference in the development of future counseling. conclusions in addition to testing the effectiveness of reality counseling in reducing the level of problematic internet use, this study provides a new understanding of the different interactions shown, where it turns out that psychological maturity also has an effect. younger students certainly need more counselor efforts to understand their psychological paradigm. in general, the younger students are easily distracted as they shape their identities, shape their reality, interpret the real world, and build close relationships. this indicates that young students have poor coping skills, making the internet a hiding place for problems. this becomes something important for future researchers, to be able to consider the psychological maturity factor in providing interventions. younger students certainly need more counselor efforts to understand their psychological paradigm. because, the decrease of students’ piu level is influenced by such aspects as self-control and self-management in the students’ self. author contrubutions statement mw, aah aj, ia has prepared research designs, collected data at the study site and analysed data. mta has prepared and arrange research results. mw, mew, ep has provided guidance, instructions, criticisms, and advice in the preparation of research designs and supervision during the research process. mulawarman, m., rahmawati, a., ariffudin, i., wibowo, m., purwanto, e., shafie, a., & afriwilda, m. 177 islamic guidance and counseling journal vol. 4, no. 2, pp. 169-180, july 2021 aknowledgments this project was funded by the universitas negari semarang's funding budget implementation list dipa with decree number 7.18.4un37/ppk.3.1/2018. references akın, a., arslan, s., arslan, n., uysal, r., & sahranç, ü. 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(2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.5817/cp2021-2-10 https://doi.org/10.4103/ijpsym.ijpsym_238_19 https://doi.org/10.2991/icei-17.2018.89 https://doi.org/10.22034/ceciranj.2020.193092.1229 https://doi.org/10.1001/jama.2013.281053 https://books.google.com/books?hl=en&lr=&id=pfondgaaqbaj&oi=fnd&pg=pp2&dq=wubbolding,+r.+e.+(2017).+reality+therapy+and+self-evaluation:+the+key+to+client+change.+american+counseling+association.&ots=v0buysvbtv&sig=sp-ichuy-d6dfyvbnhwnclwgz2i https://www.springerpub.com/internet-addiction-in-children-and-adolescents-9780826133724.html islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: warsah, i. (2020). forgiveness viewed from positive psychology and islam. islamic guidance and counseling journal, 3(2). https://doi.org/10.25217/igcj.v3i2.878 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung forgiveness viewed from positive psychology and islam idi warsah institut agama islam negeri curup, indonesia idiwarsah@iaincurup.ac.id article information: received april 28, 2020 revised may 7, 2020 accepted june 4, 2020 keywords: forgiveness, islam, positive psychology abstract conflicts are unavoidable in human life. thus, for human beings, the attitude of forgiveness is of importance to be well-embedded and sustainably constructed. resting upon the aforesaid premises, the present study conducted a library research to reveal how forgiveness is viewed from the perspectives of positive psychology and islam. 102 scientific works reviewed, 58 works were finally selected to be scrutinized in depth. this study revealed that the discourses in the field of positive psychology imply that forgiveness attitude is of importance to be embedded in human beings and continuously constructed by virtue of its positive natural impacts on mental health, good relationships, physical health, and positive well-being. furthermore, as informed by islamic teachings, the attitude of forgiveness is also suggested to be well and continuously embedded. as the best islamic role model for the end-time people, the prophet muhammad pbuh already exemplified that humans are indeed to always be forgiving and even to pray for others for the sake of good things that allah swt will bestow to. it is worth noting that both positive psychology and islam encourage humans to be forgiving individuals. introduction the occurrence of conflicts is inevitable in human life. conflict means the perceived differences in interests, or a belief that the aspirations of two or more individuals or groups cannot be achieved simultaneously (büscher, 2018; powell & maoz, 2014; schilling, saulich, & engwicht, 2018). there are at least several factors influencing the emergence of conflicts in human life. they range from the dynamics of interests, communication styles, economics, work, and personal feelings (davis, 2016; jiang & shen, 2013; lauterbach, 2010; machovec, 2017; merolla, 2017; stein, 2017). when an individual makes a mistake, and the other individual finds it difficult to forgive that mistake, the conflict which spawns then tends to be bigger and more prolonged. an important thing behind the existence of a problem is how to deal with it. humans are never free from making mistakes, but they can make efforts to minimize probable mistakes which can hurt others. for some people, forgiving is not an easy thing to do. when someone's heart is hurt, it is not always easy for him/her to immediately accept what he/she has got and then to forgive one who broke his/her heart. the extent of friendship and communication cannot always make people capable of solving problems appropriately (worthington, witvliet, & miller, 2007). however, unwillingness to forgive others’ mistakes certainly will not solve the existing problems. that will even only magnify the problems, and those problems will potentially have impacts on physical and psychological health (biagini, 2019; ross, boon, & stackhouse, 2017). https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i2.878 mailto:idiwarsah@iaincurup.ac.id warsah, i. 109 islamic guidance and counseling journal vol. 3, no. 2, pp. 108-121, july 2020 forgiveness is a variable studied in the field of positive psychology. positive psychology is a branch of psychological field which focuses on the issue as regards how humans should best live (kim, keck, miller, & gonzalez, 2012). positive psychology offers the importance of forgiveness to assist people in overcoming conflicts. forgiveness is the ability to let go of the mind and heart of all past pains and bad feelings (hayward & krause, 2013). forgiveness is associated with a person’s ability to defeat anger and eliminate the thoughts of taking revenge on what someone else has done to that person (amanze & carson, 2020; mccullough et al., 1998; miceli & castelfranchijtsb, 2011). if someone's anger is so overflowing and out of control, it will certainly arouse conflicts and disagreement. anger should be controlled because it can trigger someone to do negative things. anger tends to manipulate someone whose heart is breaking to reciprocate the pains experienced so that those who have hurt his feelings finally feel the same pains (diamond, 1977). kulcsár (2006) explained that forgiving is important because it has a positive role to maintain physical and mental health. many researchers, to name a few aalgaard, bolen, and nugent (2016); pelucchi, paleari, regalia, and fincham (2015); and sheldon, gilchrist-petty, and lessley (2014), revealed that if a person is unable to forgive others, there will be chaos in him that affects his relationship with others. in addition, some researchers have also reached an agreement that forgiveness is good for health (rasmussen, stackhouse, boon, comstock, & ross, 2019; svalina & webb, 2012; webb, hirsch, visser, & brewer, 2013). a study conducted by friedberg, suchday, and shelov (2007) revealed that a higher level of one’s likelihood to give forgiveness is associated with lower diastolic blood pressure. such a condition eventually supports a faster recovery of diastolic blood pressure. the foregoing study implied that as a psychological state, forgiveness is contributive to one’s health maintenance. the aforesaid study findings successfully demonstrate that there is a positive relationship between forgiveness and physical healing. the above elaborations highlight that forgiveness needs to be well-embedded in oneself because it can be a sort of peaceful solution to any conflict phenomenon which is naturally inevitable in human life. as highlighted above, in the field of positive psychology, many researchers emphasized that the attitude of forgiving is beneficial to any individual because such an attitude can make relationships better and positively contribute to one’s health. it is also interesting that in the context of religiosity, none of the religions in the world permit the existences of prolonged conflicts. prior studies have also exhibited that the variables of religiosity and forgiveness are interrelated each other (barcaccia et al., 2018; hayward & krause, 2013; lee, 2011; worthington et al., 2010). religious discourse as regards forgiveness is also of very importance to be learned. thus, the current study seeks to explore the concept of forgiveness from various theories in the perspectives of positive psychology and islam in terms of the meanings of forgiveness, its affiliation with personalities, its aspects and factors, its benefits, and the suggestions given by islamic teachings about being forgiving individuals. methods the current study conducted a library research to review the concepts of forgiveness in the perspectives of positive psychology and islam. the reviews were led by several themes categorized as the inner circle themes on the basis of the main orientation of this study, wherein those themes extended to forgiveness in positive psychology (fpp), forgiveness and personalities (fp), aspects and factors of forgiveness (aff), forgiveness and relationships (fr), forgiveness and health and well-being (fhw), and forgiveness and religiosity (fr). the so-called outer circle themes, those which were related but not mainly oriented towards the issue of forgiveness, were also used to help enrich this study. those themes comprised conflict (c) and anger (a). forgiveness viewed from positive psychology and islam 110 islamic guidance and counseling journal vol. 3, no. 2, pp. 108-121, july 2020 forgiveness in the perspective of positive psychology definitions of forgiveness interpersonal psychological adjustment to violation; healing from a wounded memory, but not erasing; motivational changes into avoidance of revenge, openness to the perpetrator, willingness to make peace; minimizing the meaning of violation forgiveness and personalities neuroticism and friendliness encourage forgiveness; narcissism discourages forgiveness aspects of forgiveness throwing away the desire to take revenge; disposing of the desire to maintain estrangement; triggering the desire to make peace factors of forgiveness empathy and perspective taking; reflection and emphasis; closeness, commitment, and satisfaction forgiveness is beneficial to relationships increasing relationship values; making relationships closer forgiveness is beneficial to health and well-being supporting physical health; supporting psychological health; leading to be less depressed; leading to be less anxious table 1. forgiveness in the perspective of positive psychology forgiveness in the perspective of islam islam suggests forgiving. islam positions forgiveness as a medium of relationships among human being. the prophet muhammad pbuh is the model of a forgiving individual for muslims. the prophet muhammad pbuh guides muslims to be forgiving. table 2. forgiveness in the perspective of islam there were 102 scientific works affiliated with the aforesaid themes reviewed by the researcher. after grouping those works resting upon the themes assigned to be oriented, 58 works were finally selected to be scrutinized in depth. from all 58 works, 47 works addressed the inner circle theories of forgiveness in the perspective of positive psychology, religiosity, and islam, and 11 works addressed theories in the outer circle but related to forgiveness. the 58 works selected dominantly revealed scientific data, wherein those studies have mostly been published in scopus-indexed international journals over the past decade. see complete data display the summaries, identities, and the coded themes of the aforesaid 58 scientific works resting upon the latest year of publication in descending order (see the appendix). the processes of data analysis adopted miles, huberman, and saldana's (2014) model whose elements comprised of data collection, data condensation, data display, and data conclusion. as previously explained, the data were collected from 102 scientific works addressing issues related to forgiveness in the perspectives of positive psychology and islam. subsequently, the data were condensed based on several themes oriented towards the study purpose so that there were 58 works used to be studied in-depth. the data were further displayed in the form of a table containing the data summary, organized theoretical https://drive.google.com/file/d/1o0npvwtf3xfacu3ylkdpe-yy7nd5litj/view?usp=sharing warsah, i. 111 islamic guidance and counseling journal vol. 3, no. 2, pp. 108-121, july 2020 explanations, and the related discussion. in the end, a set of representative conclusion was drawn. results and discussion this section presents the results and discussion of scientific reviews on the concept of forgiveness from various theories in the perspectives of positive psychology and islam in terms of the meanings of forgiveness, its affiliation with personalities, its aspects and factors, its benefits, and the suggestions given by islamic teachings about being forgiving individuals. the table 1 and table 2 display the data summary, and under the table are the organized theoretical explanations and the related discussion of the data. in general, forgiveness is often assumed to be adaptive to interpersonal psychological adjustments to violations (hourigan, 2016). forgiveness is a variable studied in the field of positive psychology. positive psychology is a branch of psychological field which focuses on the issue as regards how humans should best live (kim, keck, miller, & gonzalez, 2012). positive psychology offers the importance of forgiveness to assist people in overcoming conflicts. in the field of positive psychology, forgiveness is assessed with the scales of avoidance measurement, interpersonal motivation for revenge, and psychological adjustment (prieto-ursúa et al., 2018; watson, rapee, & todorov, 2016; webb et al., 2013; záhorcová, halama, & enright, 2020). the latent growth curve analysis shows that changes in intraindividual forgiveness are positively correlated with changes in adjustment (orth, berking, walker, meier, & znoj, 2008). the concept of forgiveness has attracted the attention of the researchers who scrutinized the concepts of personality and social psychology over the past decade (collier, ryckman, thornton, & gold, 2010; fu, watkins, & hui, 2004; ross, hertenstein, & wrobel, 2007). the foregoing stems from the condition that apart from positive interpersonal effects, forgiveness is often assumed to have a positive intrapersonal effect on the psychological adjustment of forgiving individuals. if forgiveness has the effect of psychological adjustment, then it has important implications for counseling and psychotherapy on painful experiences. the following presentations focus on highlighting several points as regards the definitions of forgiveness, forgiveness and personalities, aspects and factors of forgiveness, and some benefits of forgiveness according to the perspective of positive psychology. definitions of forgiveness viewed from positive psychology forgiveness is associated with two things, namely apologizing and forgiving. according to horwitz (2005), a psychoanalytic expert from greater kansas city psychoanalytic institute, to do the aforementioned two things, there are a couple of elements involved such as the victims, perpetrators, and various levels of trauma, injuries and injustice. in the other viewpoint, according to soesilo (2006), forgiveness is healing from a wounded memory, but not erasing. forgiveness is also interpreted as a way to overcome broken relationships on a pro-social basis (mccullough, bellah, kilpatrick, & johnson, 2001; mccullough, kurzban, & tabak, 2013; mccullough, pedersen, tabak, & carter, 2014; mccullough & hoyt, 2002; osei-tutu, dzokoto, oti-boadi, belgrave, & appiah-danquah, 2019). over the past decade, the first group of "forgiveness" research led by mccullough et al. (2001; 2002), a figure who spent his time on "forgiveness" research, proposed the definition that "forgiveness" is as a set of motivational changes in which an individual becomes (a) less motivated to reciprocate against a relationship partner; (b) less motivated to avoid the perpetrator; and (c) increasingly motivated by good intentions as well as desired to make peace with violators even though the violations are dangerous. mccullough and his peers further refined the aforesaid definition by adding an additional function namely "forgiveness forgiveness viewed from positive psychology and islam 112 islamic guidance and counseling journal vol. 3, no. 2, pp. 108-121, july 2020 system" which produces a motivational change because of an individual’s success in promoting the recovery of a beneficial relationship to reduce the impact of interpersonal loss. the functional definition of "forgiveness" has a conceptual difference from the other theory for example, forgiveness is forgetting a violation, denying the reality of the violation, or trying to minimize the meaning of the violation (hourigan, 2016), and it allows a closer conceptual relationship between forgiveness and reconciliation (balkin, harris, freeman, & huntington, 2014; bash, 2014). many theories have carefully distinguished forgiveness from reconciliation, and the latest concept indicates that there is a restoration of relations between perpetrators and victims. in the proposed functional definition of forgiveness, it is plausible to forgive a detrimental offender with making peace. the reason that modern humans are able to forgive others is because human ancestors were tasked with expanding the strategies and benefits of restoring relationships (mccullough et al., 2013). forgiveness, like revenge, each has an effect. forgiveness prepares the victim to reenter a constructive relationship with an adverse offender based on the prospect of capturing the benefits of that relationship, but the motivational changes created by the earlier forgiveness system demand retaliation and deterrent effects. in short, forgiveness can deter the function of revenge system. forgiveness for mccullough et al. (1998) is a complex phenomenon related to emotions, thoughts and behavior, so that the negative impact and judgment on people who hurt can be reduced. worthington, hook, utsey, williams, and neil (2007) talked about the decision to forgive in the aspect of emotion. when someone who is hurt decides to forgive the other, he decides not to take revenge or avoid it. he acts as if the past mistakes did not occur, and if possible and safe, he will seek to make reconciliation. forgiveness and personalities to some extent, forgiveness and personality are interrelated (aalgaard et al., 2016; ross et al., 2007). personality traits, for example neuroticism and friendliness, can be conceptualized as the filters that shape a person's perceptions of violators, perceptions of the worthiness of violators' rights, values, and safety. mccullough et al. (1998) explain that the inverse relationship of neuroticism and forgiveness is that violations of neuroticism make feelings worse. when people feel as if they have experienced a lot of pains, then forgiveness is seen as compromising their security. furthermore, because making violations appears more painful, it can also limit the perception that relationships with violators will have values in the future, which will make prospects for relationships less motivating with violators. thus, such a relationship problem to some extent can be decreased by neuroticism and friendliness personality traits since these traits lead someone to be inclined to be for forgiving. narcissism is another personality variable that is negatively related to forgiveness (fatfouta, gerlach, schröder-abé, & merkl, 2015). narcissistic reluctance to forgive may be made worse by the fact that narcissistic people often undermine the value or appropriateness of caring for others, and are more easily offensive. hence, it is implied that in order to be more forgiving, an individual need to avoid being narcissistic. aspects and factors of forgiveness according to mccullough et al. (1998; 2001; 2002; 2010; 2013, 2014), there are several aspects of forgiveness. from the point of view of an individual who gives forgiveness, the aspects are as follows: first, forgiveness can throw away the desire to take revenge against those who have hurt him. second, forgiveness can dispose of the desire to maintain estrangement (distance) with people who have hurt him. third, forgiveness can trigger the desire to make peace or to see the well-being of the people who have offended him. in addition, mccullough et al. (1998; 2001; 2002; 2010; 2013, 2014) also added several factors warsah, i. 113 islamic guidance and counseling journal vol. 3, no. 2, pp. 108-121, july 2020 that affect a person's ability to forgive, namely: empathy and perspective taking, reflection and emphasis, and closeness, commitment, and satisfaction. empathy and perspective taking make it easier for someone to behave in a pro-social way such as a willingness to help and to forgive others. affective empathy for people who hurt seems to be a determinant of socio-cognitive behavior to forgive. when those who hurt apologize for their mistakes, people who are hurt tend to feel empathetic so that they end up forgiving even though it is not stated verbally. the ability to use the perspective of another person (perspective taking) also plays a role in building up empathy, where the victim is driven to use the perspective of the person who has hurt by reminding the victim of his mistakes. as regards the factor of reflection and emphasis, most people reflect on the pains they experience, so they find it difficult to forgive others’ mistakes. the contemplation of pains will disturb the mind and try to suppress the contemplation to a higher level of avoidance and revenge motivation. individuals who do not contemplate and suppress on others’ mistakes will likely be more forgiving. furthermore, closeness, commitment, and satisfaction are other important factors that influence forgiveness. it is almost certain that individuals will easily forgive others’ mistakes if the mistakes makers had adequate closeness to them. individuals who are hurt will be easier to forgive those who have high commitment because they feel more disadvantaged if their relationships are ended. subsequently, individuals who are hurt will find it easier to forgive those who ever fulfilled their needs in the past. forgiveness is beneficial to relationships the systems of forgiveness evolve in response to the selection of pressures to restore relations, and on average improve the reproductive quality of life which is known as "relationship values". the role of values in determining social relations tends to forgive or reconcile after conflicts occur (ysseldyk, matheson, & anisman, 2009). it has been proven in the simulation of the evolution of cooperation between individuals and networks. the foregoing has also been discussed by soesilo (2006) in his article with respect to the case of pressure selection. the benefits to improve reproductive relations of individuals with different genders such as familial relationships are clearly needed, namely the inclusive benefits. in such a way, to get inclusive benefits, the act of forgiving is expected to be more likely done in the context of family relationships. it is because to forgive the mistakes made by those of familial members or those having close relationships is relatively easier compared to forgiving the people having no proximate relationships (carr & wang, 2012; rose et al., 2018). in terms of non-relative social relationships, an individual will also be confronted with the selection of pressure to forgive. an individual who can forgive his peer who has made mistakes can get two benefits. first, his forgiveness can be such a constructive feedback to his peer so that his peer changes his behavior in a better way. second, his forgiveness will open a change for his peer to keep striving to spread good benefits for the present relationship. forgiveness is beneficial to health and well-being forgiveness tends to be positively related to the aspects of psychological well-being, physical health, and achieving success (worthington & sandage, 2016). people with a strong tendency to forgive (or a weak tendency to take revenge when hurt by others) have a reduced risk for nicotine dependency disorders, depression, and some anxiety disorders (toussaint, worthington, & williams, 2015). forgiveness has also been positively associated with psychological well-being such as high positive emotions, low negative emotions, and high satisfaction with life and physical health (worthington, griffin, & provencher, 2018). when forgiveness viewed from positive psychology and islam 114 islamic guidance and counseling journal vol. 3, no. 2, pp. 108-121, july 2020 people forgive others, there is a decrease in cardiovascular reactivity such as blood pressure and heart rate (friedberg et al., 2007). forgiveness also affects social support, strong mentality, and physical health. someone who is ready to forgive is better at maintaining a positive relationship with a partner. he may get better benefits from social support, relationally experienced closeness, commitment, willingness to accommodate, willingness to sacrifice, and cooperation after violations. conversely, failure to forgive can result in "psychological tension" associated with ambivalence stemming from failure to expand social behavior in relationship (toussaint et al., 2015). psychological tension can potentially reduce life satisfaction and self-esteem as well as increase negative effects. in addition, activating the concept of forgiveness makes people more focused on others, more likely to engage in the acts of caring, and more likely to contribute to a pro-relationship. on the other hand, forgiveness and well-being associations cannot be solely due to static personality processes because for people who are more forgiving, their welfare will be better (measured in terms of low negativity, high positive impact, high life satisfaction, and low levels of self-reporting physical health symptoms) (chen, harris, worthington, & vanderweele, 2019). as depicted by worthington et al. (2007), research using advanced brain imaging technologies such as positron emission tomography and functional magnetic resonance imaging has successfully revealed differences in the patterns of images of the brain of those who forgive and those who do not forgive. people who do not forgive are closely related to the attitude of anger, which has an impact on the decline in immune function. individuals who do not forgive have the same brain activity as the brains of people who are stressed, angry, and aggressive. likewise, there is an imbalance in hormone activity and the forgiving blood state compared to the vindictive or angry people. the pattern of hormones and the composition of chemicals in the blood of an unforgiving person correspond to the pattern of negative emotional hormones related to stressful states. unforgiveness tends to lead to a higher level of blood viscosity. this state of hormones and blood that is triggered by an unforgiving attitude has a negative impact on health. a very severe attitude of not forgiving can adversely affect health by allowing the existence of stress in that person. this will intensify the reaction of heart and blood vessels when the sufferer remembers the bad events he experienced. conversely, forgiveness acts as a buffer that can suppress the reaction of the heart and blood vessels while triggering the emergence of positive emotional responses that replace negative emotions. islam suggests forgiving an understanding of meaning and the need to give forgiveness is deeply shaped by early beliefs and core values. on a broad scale, individuals who identify themselves as religious or spiritual individuals consistently have more forgiving personalities (hayward & krause, 2013; lee, 2011; worthington et al., 2010). forgiveness is a concept with a deep religious root. this is also the basis of social and psychological phenomena (mccullough et al., 1998: 2013; worthington et al., 2007). the concept of forgiveness has a dual nature, the general and the transcendent natures. in the general concept as illustrated in the material aspect, forgiveness is only one of the social, psychological phenomena. it can be seen why some people seem relatively forgiving, while others seem vengeful. it can be learned why some people find it easier to forgive, but some others are impossible to forgive. the nature of forgiveness can be learned with standard psychological methods. forgiveness also has other characteristics. these characteristics are spiritual, transcendent, and eternal. these have been a topic of philosophy and theological inquiry for thousands of years. this case is the matter warsah, i. 115 islamic guidance and counseling journal vol. 3, no. 2, pp. 108-121, july 2020 related to the creator, and it is difficult to explain because the relationship is a transcendent relationship. in the perspective of islam with respect to forgiveness, imam muslim narrated a hadith sourced from abu hurairah r.a. one time the messenger of allah asked the companions: "do you know who is a bankrupt person?", the companions replied: "for us, a bankrupt person is someone who does not have any more money and goods.", the prophet muhammad pbuh said: "verily one who is bankrupt from my people is the one who comes on the day of judgment carrying prayers, fasting and alms, while before, he has chided “this”, accused “that”, eaten “this” treasure, drained “that” blood, and struck “this”. so, to “this”, the reward of the goodness from “that” is given, and to “that” the reward of goodness from “this” is given. if the reward of the persons’ goodness is over before all the dependents are paid, then the sins of those who have been blamed are given to him (one who is bankrupt), and then he will be thrown into hell. "(see al-yadhahu wa al-tabyiin juz 1: 34). from the hadith above, it is very clear that people who are very good in terms of vertical relationship (the relationship with allah swt), but not in the case of horizontal relationship (relationships with fellow human beings), are bankrupt people. the foregoing portrays that even though they are diligent in praying, fasting, going on pilgrimage, and so on, on the contrary, they are also diligent in berating, insulting, beating, accusing, and so forth. reflected on the foregoing, the essence of forgiveness in the relations of human beings is of paramount importance (nurseha, 2011). the word forgiveness is really glorified by allah swt because in the qur'an itself there are approximately 12 verses that discuss apologies. this is indeed worth being made moral for humans as social creatures whose lives cannot be separated from other humans. in terms of forgiveness concept, the prophet muhammad pbuh is as an example (uswatun hasanah) for his people. these two things indicate that islam teaches muslims the concept of forgiveness. as an example of the attitude of the prophet muhammad pbuh, when he preached in the land of ta'if, the ta'if people apparently did not accept the presence of the prophet muhammad pbuh. even more than that, they drove away and pelted the prophet muhammad pbuh with stones until the prophet muhammad pbuh returned home covered in blood. seeing such an inhuman condition, the angel offered to reciprocate ta’if people’s behavior, but the prophet said "it does not matter, i forgive them, may their children and grandchildren become obedient people (khasan, 2017; nashori, 2008). the qur'an in surah at taghabun (14) mentions the basic concept of forgiveness as follows: ا لَُّكْم فَ ِدُكْم َعُدوًّ ِجُكْم َوأَْولََٰ ۟ا إِنَّ ِمْن أَْزَوَٰ أَيَُّها ٱلَِّذيَن َءاَمنُوَٰٓ َٰٓ َ يََٰ ِْحيمٌ ٱْْحذَُُروُُهْم َوإِن َتَْْعُفُو۟ا َوَتَْْصُفَُْحو۟ا َوَتَْْغُِفُُرو۟ا فَِإِنَّ ٱَهَّللَّ َغُفُوٌُر ُرَّ o believers, behold, among your wives and your children, there are those who become enemies to you. then, be careful of them, and if you forgive and do not rebuke and accept (them), then surely allah is the most forgiving and merciful. quraisy shihab as cited in nashori (2008) gives the meaning of forgiveness in lughowi as sorry, where the word is adapted from arabic, al 'afwu. this word in the qur'an is repeated 34 times. at first this word means "excessive", and then its meaning develops into "elimination". studies on the correlation of religion and forgiveness are also developing. some of them are the studies conducted by barcaccia et al. (2018); hayward and krause (2013); lee (2011); and worthington et al. (2010). in summary, resting upon their studies, they portrayed that individuals who were high in religious beliefs showed higher reasoning about forgiveness than those who were lower in religious beliefs. forgiveness viewed from positive psychology and islam 116 islamic guidance and counseling journal vol. 3, no. 2, pp. 108-121, july 2020 lessons taught by positive psychology and islam about forgiveness grounded in a huge number of theories and scientific findings highlighted above, discourses in the field of positive psychology imply that the attitude of forgiveness is of importance to be well embedded and continuously constructed in ourselves. it is due to positive natural impacts we can get from instilling forgiveness attitude, wherein forgiveness will maintain our positive mental health, maintain advantageous relationships with others, help take care of our physical health, and assist in supporting positive well-being. furthermore, as informed by islamic teachings, the attitude of forgiveness is also suggested to be embedded in ourselves. as the best islamic role model for the end-time people, the prophet muhammad pbuh already exemplified that we are indeed to always be forgiving and even to pray for others for the sake of good things that allah swt will bestow to. it is clear that both positive psychology and islam encourage us to be forgiving individuals. the present study reveals scientific information limited to forgiveness discourse in terms of the definitions, personality affiliation, aspects and factors, and some benefits of forgiveness viewed from positive psychology, and in terms of islamic encouragement pertinent to being forgiving individuals. the foregoing scientific information will be meaningful and beneficial to the field of counseling, wherein the information reported by the present study can be of positive input that a counselor can embed to clients who are facing conflicts so that they can make use of forgiveness attitude to cope with conflicts and make their lives more peaceful. further studies are expected to conduct experimentation on counseling treatments making use of forgiveness as a study variable. the experimentation data revealed by such studies will be of reflective empirical information for counselors in the field. conclusions forgiveness is associated with two things namely apologizing and forgiving. to do these two things, there are several elements involved including victims, perpetrators, as well as various levels of trauma, injuries, and injustice. forgiveness covers three things, namely forgiving others, accepting other people's apologies, and forgiving oneself. forgiveness is a way to overcome broken relationships on a pro-social basis. this character is related to that relationships built up among individuals or human beings. in forgiving there is a concept that must be considered, namely empathy. empathy on the concept of forgiveness is illustrated by the balance of individual emotions. this balance will lead to the warmth and positive relations between or among individuals. if an individual has a conflict with another person, and he ignores forgiveness, then it will create tension to bring up the motivations of a new conflict that is exaggerated and hidden where the accumulation is on the attitude of revenge. discourses in the field of positive psychology imply that the attitude of forgiveness is of importance to be well embedded and continuously constructed in human beings. it is due to the positive natural impacts which will be got, wherein forgiveness will maintain individuals’ positive mental health, maintain advantageous relationships with others, help take care of their physical health, and assist in supporting positive well-being. furthermore, as informed by islamic teachings, the attitude of forgiveness is also suggested to be embedded. as the best islamic role model for the end-time people, the prophet muhammad already exemplified that human beings are indeed to always be forgiving and even to pray for others for the sake of good things that allah swt will bestow to. it is clear that both positive psychology and islam encourage people to be forgiving individuals. warsah, i. 117 islamic guidance and counseling journal vol. 3, no. 2, pp. 108-121, july 2020 acknowledgments the author would like to express his gratitude to all colleagues, iain curup, and iaimnu that have supported the accomplishment of this article in both direct and indirect ways. author contribution statements the author has contributed to all elements of this article starting out from collecting references, reviewing references, mapping the written concept, analyzing the library research data, drafting the manuscript, editing, to proofreading. references aalgaard, r. a., bolen, r. m., & nugent, w. r. 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(2020). forgiveness as a factor of adjustment in bereaved parents. journal of loss and trauma, 25(2), 188–203. https://doi.org/10.1080/15325024.2019.1664786 copyright holder : © warsah, i. (2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1080/15325024.2019.1664786 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: saleem, m., rizvi, t., & bashir, i. (2022). muslim student’s dispositional mindfulness and mental wellbeing: the mediating role of core self-evaluation. islamic guidance and counseling journal, 5(1). https://doi.org/1.25217/igcj.v5i1.2175 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung muslim students’ dispositional mindfulness and mental well-being: the mediating role of core self-evaluation mohammad saleem1*, touseef rizvi1, irfan bashir2 1university of kashmir, india 2islamic university of science and technology, india saleemkashmiruniveristy@gmail.com* article information: received january 1, 2022 revised march 13, 2022 accepted april 10, 2022 keywords: core self-evaluation; dispositional mindfulness; mediation; mental well-being; muslim students abstract this study analyses the mediating role of core self-evaluation (cse) on the relationship between dispositional mindfulness and mental wellbeing. a sample of 184 muslim students (mage = 22.08) studying in the different universities completed the self-report measures of the mindful attention awareness scale (maas), the core self-evaluations scale (cses), and the warwick–edinburgh mental well-being scale (swemwbs). the collected responses are subjected to multiple regression and mediation analyses. the results revealed that dispositional mindfulness and core selfevaluations significantly predicted mental well-being. it is found that core self-evaluation fully mediates the effect of dispositional mindfulness on mental well-being. moreover, it is also observed that measures of dispositional mindfulness, core self-evaluation, and mental well-being are indifferent with respect to students’ gender. therefore, the study highlights the importance of core self-evaluation and explains a possible process by which depositional mindfulness enhances muslim students' mental well-being. introduction positive psychology research has grown incrementally over the last several decades, highlighting the necessity and relevance of studying the situations, variables, and processes that promote individual well-being, improve human functionality and lead to psychological flourishing (pepping et al., 2013). researchers have identified many factors that increase the level of well-being such as autonomy, purpose, self-acceptance, self-regulation, personal growth, and mindfulness (huta & ryan, 2010; kashdan et al., 2008; lopez & snyder, 2012; simon & durand-bush, 2015; zhou & xu, 2019). among these mindfulness is one such factor that has been recognized as a well-established factor that promotes well-being (baer et al., 2008; brown & ryan, 2003). mindfulness not only improves one's capacity to recognize, manage, and resolve everyday difficulties, resulting in a healthy mind, but it also promotes peace of mind, mental harmony, resilience, and emotional stability by decreasing the level of emotional disturbance (carlson & brown, 2005), such as depression (waszczuk et al., 2015) anxiety (bajaj et al., 2016), and perceived stress (bao et al., 2015) which promotes varied aspects of mental state and well-being. the origin of mindfulness is rooted in buddhism but has recently attracted growing interest among researchers due to its strong association with well-being. mindfulness has been conceptualized and researched both as a state (i.e. a momentary condition) and as a trait https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v5i1.2175 https://orcid.org/0000-0001-6344-8652 https://orcid.org/0000-0001-6344-8652 https://orcid.org/0000-0002-8973-2528 https://orcid.org/0000-0002-8973-2528 https://orcid.org/0000-0003-0000-1065 https://orcid.org/0000-0003-0000-1065 mailto:saleemkashmiruniveristy@gmail.com muslim student’s dispositional mindfulness and mental well-being: the mediating role of core self-evaluation 2 islamic guidance and counseling journal vol. 5, no. 1, pp. 1-14, january 2022 (i.e. a stable characteristic). with the assistance of mindfulness-based therapies state mindfulness can be improved (falkenström, 2010). such interventions have been proven successful for people dealing with anxiety, stress, and irritability, thus helping in increasing levels of mindfulness (khoury et al., 2013). while trait mindfulness has been defined as a dispositional trait or dispositional mindfulness that focuses on the ability to be aware in everyday life without being judgemental and accepting experiences as it is (brown & ryan, 2003). moreover, the basic principles of mindfulness appear to be very similar to islamic rituals and values (thomas et al., 2017). prayer is an important islamic ritual and practice in the lives of muslims, as it fosters a sense of closeness and connection with allah and also enhances spiritual experiences (abdel-khalek, 2014). mindfulness, which allows a person to be attentive to their current experiences while remaining open and receptive to them, has been reported to improve many aspects of spiritual experiences (cobb et al., 2015). mindfulness allows an individual to maintain focus in the prayers, quieting the mind and directing the thoughts in an appropriate manner while ignoring the unwanted thoughts. it also improves spiritual experiences, which leads to a better sense of well-being (saniotis, 2018). past research has consistently linked mindfulness with higher levels of well-being and lower levels of psychological distress (parto & besharat, 2011). mindfulness is the tendency to be present and aware of what is happening in the current moment. it’s important to understand that awareness and attention are both associated with consciousness, with attention to specific stimuli occurring when we are fully aware of our surroundings as well as our own emotions, sensations, thought processes, and motives. although, the mindfulness-based interventions (e.g. mindfulness-based stress reduction) have been found to extend the wellbeing and reduce psychological distress by increasing their ability to focus on the present and accept their thoughts as they are (carmody & baer, 2008). but for some people increased attention and awareness occur naturally, which is described as dispositional mindfulness. dispositional mindfulness helps individuals to regulate their attention, focus on the current moment and decreases negative biases and overgeneralization (roberts-wolfe et al., 2012), and increase self-endorsed behavioral regulation by reducing the domination of automatic behavior that's related to voluntary and informed decision-making. these voluntary and independent actions are associated with increased well-being. the conceptual framework of well-being stems from the notion of hedonism and eudemonism (ryan & deci, 2001). hedonism is described as a person’s cognitive and emotional evaluation of their own life. where individuals frequently experience pleasant/unpleasant emotions and an overall evaluation that life is satisfactory, which has been referred to as subjective well-being, whereas eudemonia well-being is believed to be a by-product of six core dimensions of psychological well-being that promotes self-realization such as self-acceptance, positive relationships with others, autonomy, environmental mastery, life purpose, and personal growth (ryff, 1989). recently, a combination of these two approaches has risen in popularity (disabato et al., 2016). in which mental well-being is defined as a psychological construct that includes both affect and psychological performance (stewart-brown et al., 2009). the current study suggests that a blend of both approaches is more appropriate because well-being is a multifaceted phenomenon that includes both eudemonic and hedonic characteristics (fisher, 2014). therefore current study operationalizes well-being as a mixture of both hedonic and eudemonic perspectives (aked et al., 2008). it is observed that increased mindfulness enables individuals to maintain continuous contact with their experiences while disengaging from emotionally distressing thoughts, which may result in a variety of factors associated with positive functioning (grossman et al., 2004), psychosocial outcomes (lavender et al., 2011), sense of autonomy (brown & ryan, 2003), and psychological functioning (keng et al., 2011), all of which leads an individual to file:///c:/users/acer/stewart-brown file:///c:/users/acer/stewart-brown saleem, m., rizvi, t., & bashir, i. 3 islamic guidance and counseling journal vol. 5, no. 1, pp. 1-14, january 2022 experience higher levels of well-being. therefore it reflects from the above discussion that dispositional mindfulness is a significant predictor of well-being. the mediating role of core self-evaluation although, the association between dispositional mindfulness and well-being is well established in the literature, the mechanisms by which mindfulness imparts its beneficial benefits on well-being are still unclear. we hypothesize that core self-evaluation (cse) may mediate the mindfulness – well-being relationship. cse is a higher-order personality construct that relates to the basic judgments that individual makes about one's worthiness, competence, and capacities (judge et al., 1998). cse consists of four specific personality traits that underlie individuals' cognitive assessment processes such as self-esteem, locus of control, generalized self-efficacy, and neuroticism (judge et al., 1997). the first three factors refer to self-assessments of personal competence, while the fourth factor refers to selfassessments of emotional functioning and control. recently, cse has been acknowledged as an important element determining individual well-being. studies have demonstrated that core self-evaluations are correlated with a different aspect of well-being, such as life satisfaction (kong et al., 2014; özer et al., 2016), happiness (piccolo et al., 2005; yan et al., 2013), psychological health (abikoye & sholarin, 2012), and emotional expression (judge et al., 1999). research suggests that individuals with better cse are more likely to react favorably to their surroundings, maintain positive cognition and emotions. they present themselves as capable, worthy, and effective across different situations which leads them to experience higher levels of well-being (judge et al., 1998; song et al., 2012; tsaousis et al., 2007). on the other hand, empirical evidence supports the relationships between dispositional mindfulness and cse (kong et al., 2014; tan et al., 2016). thus, a higher level of mindfulness results in a higher level of cse because mindfulness enables individuals to adopt a non-judgmental attitude and to be aware of their own experiences. it enables them to dissociate from emotionally stressful thoughts and to utilize their thoughts and emotions appropriately in daily activities, which results in greater positive self-evaluation. in contrast, people who experience a lower level of mindfulness share certain characteristics with persistent negative self-talk which leads them to engage in negative self-evaluation. past research has suggested a well-established connection between mindfulness and cse components (barnhofer et al., 2011; charles, 2010; luberto et al., 2014; michalak et al., 2011). for instance, the literature supports the association between mindfulness and self-esteem. a study conducted by randal et al. (2015) discovered a positive association between mindfulness and self-esteem in their comprehensive evaluation of 15 cross-sectional studies. additionally, park & dhandra (2017) discovered that people with increased mindfulness are better at managing their emotions due to their capacity to be present at the moment and adopt a non-judgmental attitude, which enables them to avoid selfcritical and negative thoughts by guiding their attention toward productive activities, thereby boosting self-esteem. during the past few decades, research on mindfulness has attracted the attention of both academics and practitioners due to several reasons. first, it impacts several aspects of life. second, it serves as a critical component of a variety of therapies, including mindfulnessbased stress reduction (kabat-zinn, 1990; kabat-zinn, 1982) and dialectical behavior therapy, among others (linehan, 1993), which are effective in managing a multitude of distinct psychological disorders including anxiety (boettcher et al., 2014), depression (williams, 2008), and post-traumatic stress disorder. furthermore, given the vast range of psychological issues that can be treated through mindfulness, it's probable that it is addressing a common thread that runs through all of them. for example, growing research suggests that the selfregulation component of mindfulness promotes emotional stability by helping individuals to muslim student’s dispositional mindfulness and mental well-being: the mediating role of core self-evaluation 4 islamic guidance and counseling journal vol. 5, no. 1, pp. 1-14, january 2022 manage their thoughts and behavior (hanley, 2016). past research has provided strong evidence for the association between mindfulness and emotional stability (barnhofer et al., 2011; feltman et al., 2009; giluk, 2009; wheeler et al., 2017). similar results were found on the association between mindfulness and other factors of cse, such as self-efficacy (greason & cashwell, 2009; kord & mehdi pour, 2018) and internal locus of control (sulphey, 2016). in light of the foregoing discussion and the significant literature evidence for the positive effects of dispositional mindfulness on both cse and well-being, it is possible that cse may act as a mediator in the relationship between dispositional mindfulness and well-being. thus, dispositional mindfulness would predict cse, which in turn would predict increased levels of well-being. furthermore, past research studies have found significant differences in mindfulness with respect to gender (ardenghi et al., 2022). males have been found to score higher on dispositional mindfulness than females (alispahic & hasanbegovic-anic, 2017). it is argued that these differences might be due to the fact that females tend to ruminate more on unpleasant experiences compared to male counterparts (nolen-hoeksema et al., 1999; tamres et al., 2002). moreover, a study conducted by slonim et al. (2015) proposes that women find it difficult to be mindful as the process of mindfulness requires paying attention to both positive as well as negative events. however, some studies have found that women score higher in dispositional mindfulness than men (tamres et al., 2002). similarly, gender differences in well-being have also been observed (fisak & von lehe, 2012). women were found to report a lower level of well-being than men (kingery et al., 2020). past literature regarding gender differences for both dispositional mindfulness and well-being represents inconsistencies in the results which warrants further investigation to examine whether the effects of dispositional mindfulness on students' well-being differs with regards to gender. rationale for current study previous studies confer the relationship between core self-evaluation and well-being (liu et al., 2016; stein & grant, 2014) and also support the critical role of mindfulness in selfevaluative processes (kong et al., 2014; tan et al., 2016). however, there is limited research on the combined effect of dispositional mindfulness and core self-evaluation on well-being. more specifically, there is a scarcity of research on muslim students as most of the studies conducted in the field of mental well-being and mindfulness are directed on the christian and other faith groups. furthermore, past research has proposed that core self-evaluation has a significant influence on promoting well-being (ni & wang, 2015; smedema, 2014). nonetheless, it is unclear how dispositional mindfulness enhances well-being through promoting cse, and if the probable process behind this association varies across males and females. study aims and hypotheses the current study examines the mediating effect of core self-evaluation on the association between dispositional mindfulness and well-being among muslim students. this study is a novel attempt to elucidate the process through which mindfulness affects wellbeing. based on the preceding discussion, we suggest the following hypothesis. h1. there is a significant difference in dispositional mindfulness, core self-evaluation, and mental well-being between males and female students. h2. dispositional mindfulness has a significant positive effect on core self-evaluation. h3. core self-evaluation has a significant positive effect on students' mental well-being. h4. core self-evaluation mediates the effect of dispositional mindfulness on students’ mental well-being. saleem, m., rizvi, t., & bashir, i. 5 islamic guidance and counseling journal vol. 5, no. 1, pp. 1-14, january 2022 methods participants and procedure the present study included only muslim students from three major public universities of kashmir valley (india). a total of 207 students (39 female, 144 male) were randomly recruited after obtaining informed consent. the questionnaire was self-administered in the classroom setting and it took approximately 10-15 minutes for students to complete the survey. out of 207 students, only 184 valid responses were recorded and no monetary benefits were provided to the participants. measures all the measures pertaining to 3 constructs (cse, dispositional mindfulness, and mental well-being) were adapted from previously validated scales (brown & ryan, 2003; judge et al., 2003; stewart-brown et al., 2009) and administered in the english language. moreover, the reliability and the validity of the measures used in this study are estimated by calculating cronbach's alpha, inter-construct correlations as recommended by (fornell & larcker, 1981). the core self-evaluations the 12-item core self-evaluations scale (judge et al., 2003) designed to quantify the underlying self-evaluative elements present across the four more specific traits (viz; selfesteem, generalized self-efficacy, neuroticism, and locus of control) was used. participants were asked to rate all the items using a 5-point likert scale (ranging from 1 = strongly disagree to 5 = strongly agree). higher scores represent more positive cses. in the present study, cronbach's alpha of cse was found to be 0.74 mindfulness mindfulness was measured using the 15 item mindful attention awareness scale (brown & ryan, 2003). the participants responded to items such as “i could be experiencing some emotion and not be conscious of it until sometime later’’ using 6 point likert scale ranging from (1 = almost always, to 6 = almost never). the internal consistency of mass has been established (bajaj et al., 2016). mass's cronbach's alpha was found to be 0.74 in this study. mental well-being the short version of the warwick–edinburgh mental well-being scale (stewart-brown et al., 2009) was used to measure mental well-being. this scale contains seven items comprised of positive words that address various aspects of mental health and well-being. participants rated how strongly they felt about each experience, such as "i've been feeling relaxed" and "i've been coping with issues nicely" using 5 point likert scales ranging from (1 = none of the time to 5 = all of the time). in the present study, the warwick–edinburgh mental well-being scale’s cronbach’s alpha was found to be 0.75. data analysis a multistep approach was conducted to analyze the data using spss version 24.0, and process macro designed by hayes (2012). firstly, to test the reliability and validity, we calculated cronbach’s alpha values and inter-construct correlation to establish validity and realibity. second, a descriptive analysis (means and standard deviations) of dispositional mindfulness, core self-evaluation, and mental well-being was conducted. third, independent t-tests were conducted to examine differences in dispositional mindfulness, cse, and mental well-being with respect to gender. fourth, we utilized multiple linear regression analysis to investigate the impact of dispositional mindfulness and cse on mental well-being. finally, a muslim student’s dispositional mindfulness and mental well-being: the mediating role of core self-evaluation 6 islamic guidance and counseling journal vol. 5, no. 1, pp. 1-14, january 2022 mediation analysis was performed to determine the indirect effect of dispositional mindfulness on mental well-being through cse. results and discussion results the results of descriptive statistics, including pearson's correlations between dispositional mindfulness, cse, and mental well-being are presented in table 1. the table shows dispositional mindfulness (r = .46, p < .01) and cse (r = .66, p < .01) both have a significantly positive correlation with mental well-being. since inter-construct correlation are less than 0.8 which reflects discriminant validity and absence of multicollinearity. the results of the t-test reported in table 2, indicates that the calculated t-value of dispositional mindfulness (t = .597), cse (t = .432), and mental well-being (t = 1.502) is insignificant at .05 level, suggesting that males and females do not perceive dispositional mindfulness, cse, and mental well-being differently. hence h1 is not supported. the results of the multiple regression analysis presented in table 3, indicate that dispositional mindfulness and cse significantly predict mental well-being and the regression model is to be significant (adjusted r square = .472, r2 = .478, f = 82.875, p < .01). as shown in the table dispositional mindfulness (β = .229, p < .01), and cse (β = .563, p < .01) significantly predicted mental well-being, but cse plays a more significant role in shaping mental well-being. as can be seen in table 3, dispositional mindfulness and cse together explain 47 % of the total variance in mental well-being. therefore hypotheses h2 and h3 are accepted. table 1. descriptive statistics, alphas, and correlations for all measures (n=184) m sd α 1 2 3 1) dispositional mindfulness 3.83 .73 .736 1.00 2) core self-evaluation 3.22 .47 .743 .42** 1.00 3) mental well-being 3.48 .63 .756 .46** .66** 1.00 ⁎⁎ correlation is significant at the .01level (2-tailed). table 2. mean differences in dispositional mindfulness, core self-evaluation, and mental well-being with respect to gender variables gender n m sd df t p dispositional mindfulness male 39 3.887 .790 181 .597 .551 female 144 3.809 .710 core self-evaluation male 39 3.254 .451 181 .432 .666 female 144 3.217 .479 mental well-being male 39 3.619 .636 181 1.502 .135 female 144 3.448 .627 *p ≤ .05 table 3. summary of multiple regressions for dispositional mindfulness, core selfevaluation, and mental well-being hypothesis causal path β se t p hypothesis validation h2 dm → mw .229 .051 3.857 < .001** supported h3 cse →mw .563 .079 9.497 < .001** supported note: se= standard error, p< .01;**, dm: dispositional mindfulness, cse: core self-evaluation, mw: mental well-being adjusted r2, .472, f, 82.875; r2, .478. table 4. indirect effects and 95% confidence intervals for the meditational model model pathways direct effect indirect effect 95% ci ll ul dispositional mindfulness → core self-evaluation .270 .185 .355 dispositional mindfulness → mental well-being .195 .095 .295 core self-evaluation → mental well-being .753 .597 .910 dispositional mindfulness → core self-evaluation→ mental well-being .203 .133 .285 saleem, m., rizvi, t., & bashir, i. 7 islamic guidance and counseling journal vol. 5, no. 1, pp. 1-14, january 2022 the results of mediation analysis presented in table 4, show that the path (direct effect) from dispositional mindfulness to core self-evaluation is positive and significant (b = .2706, se = .0429, p <. 01), suggesting that increased dispositional mindfulness are associated with higher levels of core self-evaluation. the direct effect of dispositional mindfulness on mental well-being is positive and significant (β = .1956, se = .0507, p < .01),. the direct effect of core self-evaluation on mental well-being is positive and significant (β = .7535, se = .0793, p < .01), suggesting that people with higher core self-evaluation are more likely to report higher levels of mental well-being than the person who score low on core selfevaluation. the indirect effect is tested using non-parametric bootstrapping. therefore, it reflects that core self-evaluation mediates the effect of dispositional mindfulness on mental well-being. thus, confirming h4. discussion the purpose of this study was to evaluate the mediating influence of cse on the relationship between dispositional mindfulness and mental well-being, as well as to determine if males and females differ in their dispositional mindfulness, cse, and mental wellbeing in muslim students. as predicted, correlation analyses revealed a significant positive correlations between dispositional mindfulness, cse, and mental well-being. these results correspond to earlier research on the association between dispositional mindfulness and mental well-being (schutte & malouff, 2011; short et al., 2016; wenzel et al., 2015) as well as with cse (kong et al., 2014). although research has investigated several mediators between dispositional mindfulness and mental well-being, the mediating role of core self-evaluation has not previously been explored. as expected, cse fully mediated the relationship between muslim students’ dispositional mindfulness and mental well-being. this finding supports previous research that has reported a mediating role of cse, for example, kong et al. (2014) reported the mediating role of cse on the relationship between dispositional mindfulness and life satisfaction. therefore, it appears that the students who demonstrated increased mindfulness tend to have greater levels of cse resulting in overall improvement of their mental wellbeing. consequently, it can be derived that cse is a significant factor in promoting mental well-being and reducing negative effects. clinicians and researchers may be able to develop approaches that specifically target and address underlying mechanisms. one potential explanation for these findings is that the increased mindfulness causes people to be more accepting of their mental, emotional, and bodily-sensory experiences and as a result people with increased mindfulness embrace their thoughts, emotions, and circumstances, rather than figure1. model of the mediation analysis. **p < .01 unstandardized; standardized path coefficients: a = .270, b = .753, c’ = .195 a = .270** b = .753** c’ = .195 ** mental well-being dispositional mindfulness core selfevaluation muslim student’s dispositional mindfulness and mental well-being: the mediating role of core self-evaluation 8 islamic guidance and counseling journal vol. 5, no. 1, pp. 1-14, january 2022 being engrossed in negative feelings and thoughts (shapiro et al., 2006). mindfulness encourages self-regulated behavior by involving people in behaviors that are aligned with their beliefs, desires, and interests thus improving their well-being. furthermore, dispositional mindfulness encourages people to become less critical of their emotions, feelings, and stimuli which help to improve core self-evaluation. the mindfulness-based intervention may have a direct impact on core self-evaluation and as a result improve well-being. moreover, our results regarding mean differences in dispositional mindfulness, core self-evaluation, and mental well-being with respect to gender were insignificant. these results are in line with the previous studies (goodall et al., 2012; kong et al., 2014). this might indicate that the mechanism of mindfulness, cse, and mental well-being is the same in both men and women. implications the present study added to our understanding of the complex relationship between dispositional mindfulness, core self-evaluation, and the mental well-being of muslim students. the outcomes of the study provide compelling evidence for the external validity of mindfulness and core self-evaluation as predictors of mental well-being. our findings have practical implications for the promotion of well-being among muslim students as study found that well-being can be acquired through promoting an individual's basic self-evaluative processes. mindfulness helps individuals to be more resilient and enables them to make an objective evaluation of themselves and the problems they face. it allows individuals to become aware of their innermost thoughts feeling and actions which helps them to maintain focus and attain increased spiritual experiences. furthermore, an individual with an increased level of mindfulness maintain focus in prayers and develop a strong connection with allah and became aware that all the problems and hardships that an individual face come from him only. as a result positive thought processes takes place which contributes to the increased levels of well-being. therefore, the finding of the present study emphasizes the importance of conducting interventions that facilitate people to improve their self-evaluation and become more conscious of their worth by increasing their mindfulness levels. educators can help their students to evaluate themselves positively by enhancing their levels of mindfulness and they might create strategies and approaches to help them do so. psychotherapists and counselors may be interested in enhancing self-evaluative processes to improve levels of well-being. they need to focus on effective strategies to increase well-being and positive self-evaluation through workshops, counseling, etc. mindful activities, emotional retraining, and changing one's thinking and habits should all be prioritized. these strategies have the potential to increase self-evaluation and promote higher levels of well-being among muslim students when employed more systematically. limitation and future research direction like any other research, this study is no exception to the limitations that warrant further consideration. first, this study used cross-sectional data. in future longitudinal or experimental studies can be conducted to validate the mediation process. second, the data was solely based on self-report measures which are susceptible to social desirability. future research can employ a variety of assessment methods to increase the validity of the findings. third, since the current research used a non-clinical sample it's unclear to what extent these findings generalize to a more diverse or clinical population. despite these limitations, the present study is a unique attempt to study cse as a mediator that explains the underlying mechanism of the relationship between dispositional saleem, m., rizvi, t., & bashir, i. 9 islamic guidance and counseling journal vol. 5, no. 1, pp. 1-14, january 2022 mindfulness and mental well-being among muslim students. the findings of this study revealed a previously unknown mechanism to explain the association between dispositional mindfulness and mental well-being. these findings can be used to create successful therapeutic approaches that can improve muslim students' well-being by improving mindfulness and core self-evaluation. conclusion the present study highlighted the positive impact of core self-evaluation and dispositional mindfulness on mental well-being among muslim students. it is found that cse fully mediates the effect of dispositional mindfulness on mental well-being. moreover, no significant differences were found with respect to the gender on measures of dispositional mindfulness, cse, and mental well-being. this study highlights the importance of cse and explains a possible process by which dispositional mindfulness enhances well-being which may aid psychotherapists and counselors to design effective interventions to enhance the selfevaluative process among muslim students for the promotion of well-being. acknowlegment authors express sincere gratitude to the editorial team and reviewers for provided insights and suggestions on the initial draft of the paper. author contribution statement mohammad saleem has prepared research designs, collected data at the study site and analysed data. irfan bashir has prepared and interpreted research results. touseef rizvi and irfan bashir have provided suggestions, comments, and section improvements along with editing and proofreading. references abikoye, g. e., & sholarin, m. a. 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(2021). predictors of deviant behavior justification among muslims: sociodemographic factors, subjective well-being, and perceived religiousness. islamic guidance and counseling journal, 4(2). https://doi.org/10.25217/igcj.v4i2.1814 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung predictors of deviant behavior justification among muslims: sociodemographic factors, subjective well-being, and perceived religiousness nur amali aminnuddin 1 *, harris shah abd. hamid 2 1 universiti brunei darussalam, brunei darussalam 2 university of malaya, malaysia aminnuddin.na@gmail.com* article information: received september 18, 2021 revised october 19, 2021 accepted october 20, 2021 keywords: deviant behavior; individual differences; islam; muslims; religiousness; wellbeing abstract current evidence supports how deviant behavior can be predicted by sociodemographic factors, subjective well-being, and perceived religiousness. however, there is limited research when it concerns specificity such as muslims justifying deviant behavior, and their subjective well-being and perceived religiousness within a single study. most studies used christian population or using a non-denominational approach. therefore, in this study, data from world value survey wave 6 was used to examine the muslim population (n = 20,559) and deviant behavior justification. sociodemographic factors, subjective well-being (life satisfaction, happiness, and state of health), and perceived religiousness (prayer frequency and importance of god in life) were hypothesized as predictors. results revealed that these hypotheses are supported. however, many of these predictors are weak, having minimal effect. this is with the exception of having the worldview of god being important in one’s life, being both a strong and statistically significant predictor of deviant behavior justification. the more a person views god being important in life, the more it predicts a decrease in deviant behavior justification. this research provides a novel finding on the belief-behavior nexus, specifically concerning muslims justifying deviant behavior when two forms of perceived religiousness—ritualistic and worldview—are being compared. introduction deviant behavior is subjective by nature (goode, 2019). it is defined and constructed by society, based on the behavior being viewed negatively or in a pejorative manner. due to this, deviant behavior tends to be treated as a societal problem. the deviancy degree of a deviant behavior and its impact can be wide-ranging. it comes in various forms (mccaghy et al., 2016). it can be an action done against a person, a group of people, or properties. it can be observed in organizations or in the cyberspace. making a white lie can be viewed as a minor deviant behavior as its impact is almost negligible. at the opposite end, it can be extreme to the point that it affects society, for example, scamming others or committing frauds. there have been studies on various deviant behaviors, including juvenile delinquency (hong chui et al., 2020), discrimination of certain groups (aminnuddin, 2019a, 2020a, 2020b), substance use (baker et al., 2020), and self-injurious behavior (bakken, 2021). researchers have also examined deviant behaviors based on specific population such as based mailto:aminnuddin.na@gmail.com https://orcid.org/0000-0002-5105-766x https://orcid.org/0000-0003-1767-1022 https://orcid.org/0000-0002-5105-766x https://orcid.org/0000-0003-1767-1022 https://orcid.org/0000-0002-5105-766x https://orcid.org/0000-0003-1767-1022 aminnuddin, n., & abd. hamid, h. 145 islamic guidance and counseling journal vol. 4, no. 2, pp. 144-157, july 2021 on age group (simons et al., 2009), religious denomination (nie, 2020), and race (baker et al., 2020). with the growing number of muslims, it is necessary to understand them and their way of life (rice, 1999). this is crucial because, for muslims, islam influences every aspect of their life due to the values the religion brings. it provides a specific worldview, i.e., an islamic worldview, and frameworks guided by the objectives of the shari’ah, which theoretically are applicable to various contexts, such as in the context of the family institution (isa, 2021). the impact it has toward muslims includes on consumer attitude (salam et al., 2019) and behavior (muhamad & mizerski, 2010), and activism (muhamad et al., 2019). religiousness is also linked to having meaning in life (muarifah et al., 2020). furthermore, religion may influence ethical behavior in the workplace (aminnuddin, 2019b, 2019c, 2020c). it is also associated with organizational commitment (husin & kernain, 2020). religion plays the role of a moral compass or acts as a control mechanism (mccullough & willoughby, 2009). when religion is integrated as part of an intervention, it also helps improve the desirable outcome (kadafi et al., 2021). even with existing studies, there is still limited scholarship in current literature concerning psychology of islam and muslims (abu-raiya, 2013). there is much to be done, having numerous potential research areas to be explored. at this point, studies on muslims are undeniably increasing. one such area that warrants further exploration is concerning individual differences, particularly on deviant behavior. deviant behavior can have important consequences at individual and societal levels. it has moral, philosophical, financial, and religious implications. behaving unethically or in a deviant manner may also be justified as a means to an end. within a society, social class shapes a person’s worldview (piff et al., 2016). the more privileged the person is, the more they tend to focus on self-interest, doing things that will protect or advance their status (piff et al., 2012). however, rather than social class exclusively predicts deviant behavior, a better predictor is whether or not the act can benefit them (dubois et al., 2015). this can be explained through the theory of abundance effect: people are more likely to cheat in a situation where they will gain more financially (gino & pierce, 2009). the theory proposed that the motivation driving deviant behavior is envy. while others had observed that it can be predicted by a favorable attitude toward greed as a positive trait (piff et al., 2012). it is far more complex than just simply being part of the lower class or the upper class (trautmann et al., 2013). two factors relevant to this paper have been identified: (1) wellbeing and (2) religiousness. using happiness, which is part of well-being, as an example, it has been linked to being less likely to justify deviant behavior (james jr., 2011). similarly, a person’s deviant tendency or behavior can be inhibited by one’s religion or religiousness (smith et al., 2005). the causes and consequences of deviant behavior have been widely discussed (appelbaum et al., 2007), especially in the context of the workplace (robinson et al., 2014). deviant behavior affects well-being negatively for both the perpetrators and the victims, even for those who merely witness it (giacalone & promislo, 2010). actors of deviant behavior tend to have life issues such as trust in relationship, holding on to a job, and depressive symptoms. this is more prevalent among those who had been institutionalized relative to those who were not (lanctôt et al., 2007). having superiors with deviant profile in the workplace also contribute to poor wellbeing and counterproductive work behavior among individuals (boddy, 2014). when an employee experiences job insecurity, it negatively affects their satisfaction, which also leads to engaging in deviant behavior (reisel et al., 2010). in another example, when they return to work after a vacation, their stress level will decrease, resulting to a decline in absenteeism (westman & etzion, 2001), suggesting that better well-being is associated with lower odds of deviant behavior in the workplace. similarly, satisfaction influences ethical behavior predictors of deviant behavior justification among muslims: sociodemographic factors, subjective well-being, and perceived religiousness 146 islamic guidance and counseling journal vol. 4, no. 2, pp. 144-157, july 2021 positively (fu, 2014). the more satisfied the person is, the more likely the individual will externalize ethical behavior. this can also be observed the other way around. when the individual is less satisfied, they tend to act unethically (wu et al., 2019). at this point, there is reasonable evidence that well-being is linked to ethical/unethical behavior. other than well-being, religion or religiousness has a strong deviance-inhibiting effect (smith et al., 2005). religious individuals have shown higher level of self-control toward substance use (desmond et al., 2013). they also exhibited more conservative attitude on sexual behavior (simons et al., 2009). similar effect has been found on adolescent porn viewing (nie, 2020) and moral disengagement that can lead to other dishonest acts (rifani et al., 2021). however, these consequences might only exists within the context of organized religions, and not folk religions (wang & jang, 2017). it is well-documented on how religion can regulate behavior (mccullough & willoughby, 2009) as viewed through the theory of self-regulation (carver & scheier, 1998). its effect is not only present among adults, but also among adolescents (pearce et al., 2019), transcending age factor. furthermore, a person’s religiousness can affect ethical judgment (walker et al., 2012) and ethical acts (rifani et al., 2021). this is due to aligning religious beliefs with behavior (keller et al., 2007). however, it also depends on how integral the religion is in the person’s life or in the society where the overlap of religion and social norm can be indistinguishable, especially in societies or environment where religion is deeply rooted (stam et al., 2013). overall, present literature points toward the notion that religion is a strong predictor of deviant behavior. the more religious a person is, the less likely the person would be engaging in deviant behavior. rationale of the study although the trend of past studies is leaning toward studying deviant behavior itself and the constructs linked to it, this present study instead attempts to examine the justifying of deviant behavior—or deviant behavior justification—by muslims as a dependent variable. sociodemographic factors, subjective well-being, and perceived religious will be the independent variables. currently, there is limited research concerning all three in a single research or that had been done using muslim population. there is a paucity in existing literature. it is not known to what extent subjective well-being and perceived religiousness can predict deviant behavior justification, especially in the context of the muslim population. it is only by understanding what are the predictors that scholars in this area can then expand the field, in addition to providing policymakers with empirically supported information. this can help stakeholders to address deviant behavior within the cognitive aspect, i.e., deviant behavior justification. consequently, this void provides researchers with a potential research growth area that, if addressed, can further assist in understanding the links between the constructs. aim and hypothesis of the study this present study aims to contribute by examining the justifying of deviant behavior by muslims and its link with sociodemographic factors, subjective well-being, and perceived religiousness as predictors. as the nature of behavior is a sensitive matter and the limitation of the data set used, this present study will only look at its cognitive aspect, i.e., deviant behavior justification, instead of the deviant behavior itself. this study is designed to target muslims globally to determine the predictive factors. a general and overarching hypothesis is stated here: sociodemographic factors, subjective well-being, and perceived religiousness can predict deviant behavior justification. the study does not present any direction of the prediction—i.e., increase or decrease, predicts high or low likelihood, and such—to prevent preconceived bias. aminnuddin, n., & abd. hamid, h. 147 islamic guidance and counseling journal vol. 4, no. 2, pp. 144-157, july 2021 methods data and sample characteristics this study used data consisting of muslims who completed the world values survey wave 6 (inglehart et al., 2014). following removal of respondents due to missing data on hypothesized predictors, total of 20,559 muslims had been identified in the data set. they were from various countries. in alphabetical order, the countries were algeria, azerbaijan, australia, armenia, brazil, belarus, china, colombia, cyprus, estonia, georgina, palestine, germany, ghana, hong kong, india, iraq, kazakhstan, jordan, south korea, kyrgyzstan, lebanon, libya, malaysia, morocco, netherlands, new zealand, nigeria, pakistan, peru, philippines, romania, russia, rwanda, singapore, slovenia, south africa, spain, sweden, thailand, trinidad and tobago, tunisia, turkey, ukraine, united states, uzbekistan, yemen, and zimbabwe. among the 20,559 muslims, 48.9% were male (n = 10,053). the mean age was 37.64 years (sd = 14.23, range = 17–98). participants were generally educated (21.9% went to university with or without degree education; 48.2% went to secondary schools, university preparatory institutions, technical, or vocational institutions; 17.8% did not complete or had completed primary schools; and 12.1% had no formal education). in this population, 51.2% were unemployed (n = 10,535), and 35.5% were not married (n = 7,265). variables and coding prior to analysis, all variables were coded accordingly. the dependent variable was deviant behavior justification among muslims. for this study, items that assessed a respondent’s justifying deviant behaviors were averaged to determine the mean: claiming government benefits not entitled to, avoiding fares, stealing properties, cheating on taxes, and accepting bribes. in the data set, the rating ranges between 1 and 10 (never justifiable to always justifiable). prior to the computation, principal component analysis (pca) was performed on the deviant behavior justification items considering that they are reflective items. the pca was done with varimax as the rotation method. factor loadings are high, with the lowest being .712. the single factor explains 60.4% of the total variances. thus, the items can be said to form a unidimensional measure. it was determined that a mean computation is appropriate to be conducted, resulting to an index of deviant behavior justification. independent variables were separated into three blocks. in the first block of variables, demographics were assessed, specifically age, sex, education, employment status, and marital status. except for age and education, all the demographic variables were coded as ordinal variables in binary form: sex (0 = female; 1 = male), employment (0 = unemployed; 1 = employed), and marital status (0 = not married; 1 = married). no changes were made on age and level of education. for the latter, a higher number indicate a higher level of education. in the second block, the predictors tested were indicators of subjective well-being: life satisfaction, happiness, and state of health. the higher the score, the better the respondent’s subjective well-being. to reflect this, two variables were reverse coded: happiness (1 = not at all happy; 2 = not very happy; 3 = rather happy; 4 = very happy) and state of health (1 = poor; 2 = fair; 3 = good; 4 = very good). no changes were done on the variable life satisfaction with the scale ranging between 1 (completely dissatisfied) and 10 (completely satisfied). finally, the third block consisted of variables that indicated perceived religiousness: prayer frequency and importance of god in life. a higher number reflects a higher level of prayer frequency and a higher level of viewing god being important in life. for prayer frequency, it was reverse coded (1 = never; 2 = less often; 3 = once a year; 4 = only on special holy days; 5 = only when attending religious services; 6 = several times each week; 7 predictors of deviant behavior justification among muslims: sociodemographic factors, subjective well-being, and perceived religiousness 148 islamic guidance and counseling journal vol. 4, no. 2, pp. 144-157, july 2021 = once a day; 8 = several times a day). no changes were made to the variable assessing the importance of god in life with the scale ranging from 1 (not at all important) to 10 (very important). concerning the variables in this research—specifically life satisfaction, happiness, state of health, prayer frequency, and importance of god in life—each of them was treated as a single construct and measured using a single-item indicator. therefore, no reliability assessment was done on the variables. in terms of validity, each variable was measured as a perceived action or state of the specific construct in a direct and explicit manner. although the issue of reliability and validity in measuring constructs using a single-item indicator can be discussed from both sides of argument, this would be explained later as part of the limitations in this research. other studies had done the same when using a single-item measure, including using measures taken from the world values survey (e.g., balish et al., 2016; beja, 2018; bruni & stanca, 2006; easterlin et al., 2010; eichhorn, 2012; selim, 2008). statistical analysis using spss 28, correlation analysis and hierarchical linear regression analysis were conducted. correlation analysis would show the association value between variables. all variables were then analyzed using hierarchical linear regression analysis. the models provided prediction information through odds ratios of deviant behavior justification based on three blocks of predictors: demographics, subjective well-being, and religiousness. results and discussion results descriptive statistics of the sample population are presented in table 1. bivariate correlations between all variables are presented in table 2. majority of the paired variables were found to be statistically significant, with several exceptions as noted in the table. table 1. demographic characteristics of participants n m sd scale rating age 20,559 37.64 14.23 gender 20,559 .49 .50 female 10,506 male 10,053 level of education 20,559 5.21 2.604 no formal education 2,485 incomplete primary school 1,505 complete primary school 2,152 incomplete secondary school: technical / vocational type 1,643 complete secondary school: technical / vocational type 3,227 incomplete secondary school: university-preparatory type 1,882 complete secondary school: university-preparatory type 3,163 some university-level education, without degree 1,401 university level education, with degree 3,101 employment status 20,559 .49 .50 unemployed 10,535 employed 10,024 marital status 20,559 .65 .48 not married 7,265 married 13,294 life satisfaction 20,559 6.70 2.36 1 to 10 happiness 20,559 3.14 .74 1 to 4 state of health 20,559 2.99 .83 1 to 4 prayer frequency 20,559 6.17 2.63 1 to 8 importance of god in life 20,559 9.30 1.58 1 to 10 aminnuddin, n., & abd. hamid, h. 149 islamic guidance and counseling journal vol. 4, no. 2, pp. 144-157, july 2021 t a b le 2 . c o rre la tio n m a trix 1 2 3 4 5 6 7 8 9 1 0 1 1 1 d e v ia n t b e h a v io r ju stific a tio n 1 2 a g e -.0 5 * * * 1 3 g e n d e r -.0 1 .0 1 1 4 l e v e l o f e d u c a tio n .0 4 * * * -.2 7 * * * .0 7 * * * 1 5 e m p lo y m e n t sta tu s -.0 0 3 -.0 1 .3 5 * * * .1 5 * * * 1 6 m a rita l sta tu s -.0 4 * * * .3 7 * * * -.0 2 * -.1 4 * * * .0 9 * * * 1 7 l ife sa tisfa c tio n -.0 3 * * * -.0 3 * * * -.0 3 * * * .1 3 * * * .0 2 * * .0 4 * * * 1 8 h a p p in e ss -.0 3 * * * -.0 4 * * * -.0 4 * * * .1 0 * * * .0 2 * * .0 7 * * * .4 7 * * * 1 9 s ta te o f h e a lth -.0 3 * * * -.2 9 * * * .0 7 * * * .1 4 * * * .0 8 * * * -.0 9 * * * .2 6 * * * .3 7 * * * 1 1 0 p ra y e r fre q u e n c y -.0 4 * * * .0 9 * * * .0 5 * * * -.1 0 * * * .0 2 * * .0 5 * * * -.0 5 * * * -.0 5 * * * .0 4 * * * 1 1 1 im p o rta n c e o f g o d in life -.2 0 * * * .0 4 * * * -.0 2 * * -.0 9 * * * -.0 4 * * * .0 2 * * .0 4 * * * -.0 3 * * * .0 1 .1 7 * * * 1 n o te . * p ≤ .0 5 . * * p ≤ .0 1 . * * * p ≤ .0 0 1 . t a b le 3 . h ie ra rc h ic a l l in e a r r e g re ssio n a n a ly sis fo r p re d ic tin g d e v ia n t b e h a v io r ju stific a tio n p re d ic to r m o d e l 1 m o d e l 2 m o d e l 3 b s e b β b s e b β b s e b β c o n sta n t 2 .2 7 .0 4 2 .6 4 .0 7 4 .5 2 .1 0 a g e .0 1 .0 1 -.0 3 * * * .0 1 .0 1 -.0 4 * * * .0 1 .0 1 -.0 4 * * * g e n d e r -.0 5 .0 2 -.0 2 * -.0 5 .0 2 -.0 2 * -.0 5 .0 2 -.0 2 * l e v e l o f e d u c a tio n .0 1 .0 1 .0 2 * * .0 2 .0 1 .0 3 * * * .0 1 .0 1 .0 1 e m p lo y m e n t sta tu s .0 1 .0 2 .0 1 .0 1 .0 2 .0 1 -.0 1 .0 2 .0 1 m a rita l sta tu s -.0 9 .0 2 -.0 3 * * * -.0 8 .0 2 -.0 3 * * * -.0 8 .0 2 -.0 2 * * l ife sa tisfa c tio n -.0 1 .0 1 -.0 2 * .0 1 .0 1 .0 1 h a p p in e ss -.0 3 .0 2 -.0 1 -.0 6 .0 2 -.0 3 * * * s ta te o f h e a lth -.0 6 .0 1 -.0 3 * * * -.0 5 .0 1 -.0 3 * * * p ra y e r fre q u e n c y .0 1 .0 1 .0 1 im p o rta n c e o f g o d in life -.2 0 .0 1 -.2 0 * * * a d ju ste d r 2 .0 0 4 .0 0 6 .0 4 6 δ r 2 .0 0 2 .0 4 0 n o te . * p ≤ .0 5 . * * p ≤ .0 1 . * * * p ≤ .0 0 1 . predictors of deviant behavior justification among muslims: sociodemographic factors, subjective well-being, and perceived religiousness 150 islamic guidance and counseling journal vol. 4, no. 2, pp. 144-157, july 2021 using hierarchical linear regression, three models predicting deviant behavior justification were tested and presented in table 3. model 1 with only sociodemographic variables could only predict 0.4% of variances in deviant behavior justification with r 2 = .004 (f(5, 20553) = 16.65, p ≤ .001). with the addition of subjective well-being variables, model 2 was slightly better, predicting 0.6% of variances with r 2 = .006 (f(8, 20550) = 16.54, p ≤ .001). comparatively, model 3 was the best model. it predicted the largest variances, specifically 4.6% of variances in deviant behavior justification with r 2 = .046 (f(10,20548) = 100.42, p ≤ .001). examining the predictors individually, four out of five sociodemographic variables in model 1 were statistically significant predictors of deviant behavior justification: age (β = .03, p ≤ .001), gender (β = -.02, p ≤ .05), level of education (β = .02, p ≤ .01), and marital status (β = .03, p ≤ .001). however, the standardized beta coefficients were too low. similar observation was made in model 2 with the addition of subjective well-being variables. two of the three variables were statistically significant predictors: life satisfaction (β = -.02, p ≤ .05) and state of health (β = .03, p ≤ .001). in model 3, religiousness measured in the form of prayer frequency was not a predictor. however, religiousness operationalized as having the worldview of god being important in one’s life was a statistically significant predictor. furthermore, it is a strong predictor. the higher the degree of importance, the more it predicted a decreased in deviant behavior justification (β = .20, p ≤ .001). discussion three main findings have been observed in this study. firstly, sociodemographic factors were statistically significant predictors of justifying deviant behavior among muslims (four out of five variables in model 1). secondly, subjective well-being factors were also predictors (two out of three variables in model 2). however, in both cases, the model’s explained variances were too low; the same finding was observed with standardized beta coefficients of predictors. thirdly, perceived religiousness in the form of having the worldview of god being important in life was not only a statistically significant predictor but also a strong factor; but this was not observed for prayer frequency. in relation to the first finding, past studies have observed inconsistencies for sociodemographic factors, for example sex differences in deviant behaviors (see lanctôt et al., 2007; roxas & stoneback, 2004). putting aside the decreased or increased in the degree of deviant behavior justification in the present finding, these predictors may not have much impact in real life as can be inferred with the explained variances. this also applies to the second finding on subjective well-being. however, the lack of relationship between wellbeing and ethical beliefs have been described as counter-intuitive (singh, 2018). while the significance of the relationship was observed, the finding may still fall into the counterintuitive category. a clearer picture of the relationship between subjective well-being and deviant behavior could be obtained by mapping the different facets of the former, such as eudaimonic subjective well-being. the differences between ethical judgment, beliefs, attitude, and other manifestations of similar constructs might also hold the key to understanding the justifying of deviant behavior as predicted by subjective well-being. additionally, subjective well-being had been studied as being related to or the outcome of ethical leadership (ahmad et al., 2020), ethical dilemma (nakar, 2019), personal attitude (james jr., 2011), and perceived managers’ behavioral integrity (prottas, 2013). however, the causal direction is not strong even though it is intuitive that successful management of ethical issues can produce positive affect such as eudaimonia. whether the reverse is true or not, it can be tested with a rigorous experimental study that is undoubtedly fraught with methodological and ethical challenges. aminnuddin, n., & abd. hamid, h. 151 islamic guidance and counseling journal vol. 4, no. 2, pp. 144-157, july 2021 on the third finding on perceived religiousness variables, it was found that having a strong notion of god being important in life was a significant predictor of deviant behavior justification, while prayer frequency was not a predictor. this suggests that to justified, to act on, or to avoid deviant behavior may be linked to how the person views his or her personal relationship with god in life. this finding suggests having such worldview can be far more important than prayer frequency. this can be explained by how religion plays a role cognitively as a regulatory mechanism of an individual (mccullough & willoughby, 2009) based on the theory of self-regulation (carver & scheier, 1998). furthermore, the finding also suggests that a practicing muslim may only be ritualistically inclined or due to cultural norm, which past studies have observed (aminnuddin, 2019b, e.g., 2019c). the same individual may not be intrinsically religious or living a life adhering to the theological teaching of islam, other than the ritual aspect. this needs to be studied further. in contrast to previous research that noted the benefits of perceived religiousness through prayer frequency, for example as a protective factor of depression (hodge et al., 2016), this present study found no such evidence toward reducing the deviant behavior justification. this can be due to several reasons. religiousness itself may differ regionally (chalfant & heller, 1991), and even religious immigrants can be affected by religious native population (van tubergen & sindradóttir, 2011), with outcomes linked to religion observed to vary depending on the religious history of a country or society (stam et al., 2013). furthermore, an individual’s personal values or beliefs may change in priority or in acting upon it depending on various situations including in organization, social relation, and facing a crisis (de wet et al., 2019). it is appropriate to argue that the way religiousness influences a person may vary over ―vary over time, person, situation, and culture‖ (batson & stocks, 2004, p. 153). additionally, prayer is associated with psychological outcomes like subjective wellbeing and purpose in life (francis & evans, 1995), lower depression level (anderson & nunnelley, 2016). the effect of intercessory prayer on prosocial behavior had also been demonstrated albeit with complexity in the findings (greenway, 2020). however, to examine the effect of private prayer on specific behaviors had not been studies well and may require more accurate measures and research design with more controls, rather than merely selfreported. it is also possible that while past studies measured perceived religiousness through the frequency of prayer and even attendance of religious activities, how people act and think concerning religion have started to change. perceived religiousness in the form of rituals and practices and other religious behaviors are becoming more of daily occurrences as a routine in an islamic lifestyle, rather than being in touch with the divine (aminnuddin, 2019b, 2019c; karoui & khemakhem, 2019). these behaviors, including prayers, tend to be acted upon due to social expectation and culture. hence, this can explain why the observed predictive variable in this study is only to have the mindset that god is important in a person’s life, rather than a ritualistic form of religiousness. implications to islamic guidance and counseling theologically, islamic creed emphasizes the principle of god-consciousness or godfearing piety (taqwa) as the differentiation factor of one’s rank in the hereafter, more so than characteristics such as ethnicity and lineage. this also includes sex differences. the internalization of this islamic principle may dilute the effects of sociodemographic characteristics on justifying deviant behavior. in other words, to the extent that this principle is internalized, differences in god-consciousness or god-fearing piety—of which, the importance of god in life is much closer semantically relative to prayer behavior—may be a more effective predictor of deviant behavior. predictors of deviant behavior justification among muslims: sociodemographic factors, subjective well-being, and perceived religiousness 152 islamic guidance and counseling journal vol. 4, no. 2, pp. 144-157, july 2021 as such, findings from this research, particularly on perceived religiousness within the domain of importance of god in life, can be used in professional practice. for example, without dismissing the significance of ritualistic aspect, practitioners of psychotherapy or counseling may want to start by focusing on god being in one’s life and emphasizing the importance of this, framing that specific notion as a building block in creating an islamic worldview. however, concerning this premise, practitioners need to be cautious and aware of what a client wants and willing to do. hence, the importance of practitioners to integrate islamic psychological framework or islamic worldview within their practices is only feasible and ethical if religion is deemed to be important in the lives of the individuals they are interacting with. limitations and suggestions for further research several limitations and future recommendations are presented here. regional differences in perceived religiousness could affect the nature of its relationship to ethical behavior. at the measurement level, differences could be established by examining measurement invariance or differential item functioning. however, such an analysis could not be performed due to the available constructs and limited number of items in the data set. to test the hypothesis that region-based differences in religiousness exist (beyond the descriptive distribution of scores that can be achieved with the existing data set), future study can examine comprehensive measures of prayer or other ritual-based measures of religiousness and importance of god in different regions. concerning the variables in this study, it is a limitation that constructs for subjective well-being and perceived religiousness are measured using single-item indicators. this may or may not affect the reliability and validity of the assessment, as existing literature are not consistent on single-item versus multiple-item instruments. however, for future research, it is recommended to use more complex instruments, including taking into consideration of constructs being multidimensional. furthermore, the dynamic surrounding deviant behaviors also need to be examined. for example, situational was found to influence the relationship between faith maturity and ethical sensitivity (saat et al., 2009). in addition, an argument was made to examine the situational factor for a specific deviant behavior, namely taking a bribe (mcgee et al., 2015). a richer and more situationally sensitive measure of deviant behavior justification or deviant behavior itself could be employed in future studies. conclusions other than determining the predictors, this present study provides a novel understanding of the brain-behavior nexus specifically concerning muslims justifying deviant behavior when two forms of perceived religiousness were being compared: behavioral that is prayer frequency (ritualistic) versus cognitive that is the mindset of god being important in life (worldview). it is the latter that is a major protective predictor as indicated by predicting less justifying of deviant behavior. there is no evidence to support ritualistic form of perceived religiousness as a predictor, although this needs to be further examined. similarly, sociodemographic factors are not strong predictors; the same goes for subjective well-being. both are only able to explain minimal variances of the tested models, compared to a model with perceived religiousness. this is important because this implies that religiousness may be a far more important factor than the others. however, this influence may only be found in societies where islam is culturally important and dominant. even if this is not observed at the societal level, the effect may be strong in individuals if they have strong internalization of their beliefs. this present study also noted that ritualistic action is not a predictor even though theologically it should be one. this can be of interest for future scholars who are looking into the paradigm of belief-behavior among individuals, whether religion is (1) being internalized aminnuddin, n., & abd. hamid, h. 153 islamic guidance and counseling journal vol. 4, no. 2, pp. 144-157, july 2021 and externalized, (2) being externalized but not internalized, or (3) being internalized but not externalized by muslims in the contemporary world. acknowledgments the authors would like to thank everyone who was involved from the beginning until the end of the process. this includes our colleagues who gave feedbacks, as well as the editorial team and the reviewers 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(2019). guanxi and unethical behavior in the chinese workplace: job satisfaction as a mediator. social behavior and personality: an international journal, 47(3), 1–14. https://doi.org/10.2224/sbp.7294 copyright holder : © aminnuddin, n., & abd. hamid, h. (2021) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1080/01639620802296279 https://doi.org/10.1007/s40622-018-0190-z https://doi.org/10.1080/016396290968416 https://doi.org/10.1080/14616696.2012.726734 https://doi.org/10.1177/1745691613491272 https://doi.org/10.1111/j.1468-5906.2011.01567.x https://doi.org/10.1007/s10551-011-1009-4 https://doi.org/10.1080/01639625.2016.1241059 https://doi.org/10.1080/08870440108405529 https://doi.org/10.2224/sbp.7294 islamic guidance and counseling journal how to cite: nuraini, p., tawil, t., & subiyanto, s. (2019). the impact of islamic-based career information services to improve career aspirations of students. islamic guidance and counseling journal, 2(1). 26-32. https://doi.org/10.25217/igcj.v2i1.242 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj the impact of islamic-based career information service to improve career aspirations of students paramita nuraini1, tawil tawil, subiyanto subiyanto universitas muhammadiyah magelang, indonesia paramitanuraini@ummgl.ac.id1 article information: received april 7, 2018 revised may 20, 2018 accepted december 28, 2018 keywords: career information services; islamic-based; career aspirations abstract this study was based on the low career aspirations of the students' at senior high school of muhammadiyah 1 magelang, indonesia and the lack of islamic approach to improving career aspirations. many students who did not have a career goal after graduating from high school. otherwise, guidance and counseling teachers still use conventional career information services. the aim of this study is to determine the effectiveness of information services based on islamic approach in improving career aspirations of students at senior high school of muhammadiyah 1 magelang. the type of this research was quasiexperiment research with pretest design and posttest group design. the student population of the tenth class was 240 students, and the sample (purposive sampling) was 30 students. data collecting tool in this research was the career aspirations of the student. the result of this research showed there was an improvement of the career aspirations of the student after receiving a career information service based on islam intervention. this result indicated that career information service based on islam is effective in improving student career aspirations. introduction every student needs to have career aspirations to support the future because career aspirations is a demand for living one's life. career aspirations represent an individual's orientation toward a desired career goal under ideal conditions (lerdpornkulrat, koul, & sujivorakul, 2010). more simply stated, career aspirations provide information about an individual's interests and hopes, unfettered by reality. definition of career is a series of related work in an organization or different job in various companies (domenico & jones, 2006). career development refers to the many jobs a person holds, and it should represent progress, whether through increased recognition or salary, or the respect one receives from colleagues. the more a person's career progresses in this manner, the more he or she will be judged successful. in developing a career, someone must progress both financially and in office. someone becomes a more successful person than before. the high school student is someone who is struggling with the determination of a career whether it will continue to college or work. high school students must be familiar with the career that will be lived, understand the potential. it is crucial in order to lead a career well. high school students should have extensive career insights, according to career information is sometimes referred to as labor market information particularly when it involves providing comprehensive information about jobs trends, the industries in this country, or comprehensive information systems (brown, 2006). https://doi.org/10.25217/igcj.v2i1.242 https://journal.iaimnumetrolampung.ac.id/index.php/igcj mailto:paramitanuraini@ummgl.ac.id paramita nuraini, tawil tawil, subiyanto subiyanto 27 islamic guidance and counseling journal vol. 2, no. 1, pp. 26-32, january 2019 career information services are in desperate need of an approach so that they can provide prevention for students in the future. the approach to the teachings of islam which is sourced from the qur'an and hadith should be the basis for providing services for students. this approach should be implemented in career information services in improving students' career aspirations because the views of islam sourced from al-quran and al-hadith are guidance for the human who can be the benchmark of all humanity to be saved in this world and the hereafter. ِٱَِوقُلِ ىِِۡعَملُوا ونَِِلُۡمۡؤم ُنوَنِ ٱوَِِۥَعَملَُكۡمَِورَُسوُلُِِّلَلُِٱفََسََيَ َِِوَسُُتَدُّ ِٰإ ََلٰ َِع وَنَِفُينَب ُئُكمِب َماُِكنُتۡمَِتۡعمَِِة ِلَشَهٰدَِٱوََِِغۡيبِ لِۡٱل م ١٠٥ِلُ 9/105. and say: work; so allah will see your work and (so will) his messenger and the believers; and you shall be brought back to the knower of the unseen and the seen, then he will inform you of what you did. doing charity means having activities in and for life and life because islam does not separate between the world-hereafter and religion-world. that why all events of life and life are charity ordered by islam. نَِٱَخلَۡقُتَِِوَما نَسِٱوَِِۡۡل ِِۡۡل َۡعُبُدون ٥٦ِإ ََّلِِل 51/56. and i have not created the jinn and the men except that they should serve me. islamic views significantly contribute to improving the aspirations of individual careers (mubarok, 2012). individuals have an excellent understanding of career selection that matches the guidance of al quran and al-hadith. to make students' career aspirations increase, it is necessary to apply the values to the students so that the students can direct the behavior or attitude so that it can be a life control in managing the future career life and become a grip in socializing with the community. directing the attitude of students can generate their development become mature and can become an important role in preparing their development more mature and planned. educators must be able to integrate the views of islam in accordance with al quran and al-hadith in career information service activities because it is a form of effort from the phenomenon of success in the career of a person or each, the goal that each can hold the values, so it will make human avoid the sin and immorality because of al quran and al-hadith as a guide for humans. integrating career information service materials and islamic teaching materials is a blend of islamic teachings into career information services in schools, this is an effort in improving students' career aspirations in determining their future following the values of islamic teachings. work is fitrah and also one of human identity so that work based on the principles of faith, monotheism, not only the nature of a muslim but at the same time exalt human dignity as abdullah (servant of allah ta'ala) who manages the whole of life. as a form of gratitude to the pleasures from allah rabbal’alamin, it was found that there were problems with sma muhammadiyah 1 of magelang city that there were still many students who had low career aspirations level dcm result showed that the career problem is 34.52%, individual problem is 25.16%, social problem is 18.09%, and learning problem is 22.23%. therefore, it can be concluded that the career problem is a very crucial problem in muhammadiyah senior high school 1 magelang city (desky, 2014). there are several research had been investigating how guidance and counseling services improve career understanding such as improving career planning using website-based the impact of islamic-based career information services to improve career aspirations of students 28 islamic guidance and counseling journal vol. 2, no. 1, pp. 26-32, january 2019 (tumanggor, sunawan, & purwanto, 2018), brief staff‐assisted career service (osborn, hayden, peterson, & sampson, 2016), experimental learning (zaroh, 2018), modelling technique (keumala, nurihsan, & budiamin, 2018), after 10 times of meeting islamic-based career information service found effective to improve student career aspiration (mubarok, 2012) and islamic-based (putro, 2016). these researches found that intervention conducted on the studies were effective to improve career on it each dimension. however, the majority of these studies did not include a religious aspect. recent study was conducted to investigating the improvement of career aspirations with islamic-based information intervention and reinvestigating the findings of the two research mentioned before. this is important because modern society tend to a lack of spiritual skills and religiosity (stolz, könemann, purdie, englberger, & krüggeler, 2016) based on the background of study which stated above, it can be concluded that the career problem is a very crucial problem, particularly at senior high school muhammadiyah 1 magelang. the students did not know the career plan after graduating from high school. this research was intended to examine an intervention of information service based on islamic teachings in improving student career aspirations. methods experimental research can be interpreted as a research method used to find the effect of specific treatment against others in controlled conditions (sugiyono, 2007). this research method used in this research was quasi-experiment by using pretest and posttest group design. in this study, subjects were to two measurements namely pretest to determine the level of career aspirations and posttest to measure the level of student aspirations after the treatment performed by using career service information based on islam. this study used two variables namely free variable (x) that is career service information based on islam and the dependent variable (y) is student career aspirations. the number of sample in this study was 30 students use purposive sampling. figure 1. research procedure interventions that using islamic-based career information services can give students an understanding of how a career fits with islam. before implementing career information service interventions based on islamic teachings, the researcher conducted a pretest; the pretest was aimed to determine the profile of career aspirations before students were admitted. after the pretest, researchers provided care in the form of career information services based on islam to students, completed from the first to the tenth meetings; then posttest was conducted to determine whether treatment provided in the form of information services based on islam was effective or not in improving student career aspirations. there are three sub-variables of the instrument in this research. first, the belief of selfcapability with seven indicators, namely; have a strong hope to get high education, positive self-concept, especially in the academic field, plan, have a positive attitude toward the school, pre-test islamic-based career information post-test paramita nuraini, tawil tawil, subiyanto subiyanto 29 islamic guidance and counseling journal vol. 2, no. 1, pp. 26-32, january 2019 have high dedication the parents by working hard in the domestic sector, commit to education, normative belief in education, and have a normative belief in education. second, academic talent with ten indicators, namely; have a consciousness of parents’ hope, active in positive activities, self-confidence, controlled emotion, understand the diversity and contradiction of aspects influence his aspiration, making a good relationship in the form of belief in each other, able to find a relation or practical support needed, firmness to the chosen program/career, persistence in completing the given task related to his career, and adopt the science development to develop his career. third, self-confidence to be more success with eight sub-variables, namely: being motivated in the academic field, commit to learning, appreciate educational process, understand the media to achieve his goal, be able to adjust to his career, believe in self-capability, have a realistic hope, and have a stable emotional level. data analysis technique used in this research was t-test because data obtained is interval data taken from the normally distributed population, so it was used parametric statistic. results and discussion results of increased career aspirations of students after students were given the intervention in the form of career information service based on islam. the samples of the research are 30 students who have low career aspiration based on the calculation of students' career aspiration. before the intervention, in the form of islamic-based career information service, pretest result is 124.5. then, after the five times intervention, the posttest result is 147.5. before the implementing intervention, in the form of islamic-based career information service, it is gotten that each career aspiration indicator is 46.2, and after the intervention, the result is 55.2. before the intervention, in the form of islamic-based career information service, it is gotten that cognitive indicator is 38.7, and after the intervention, the result is 46.1. selfconfidence indicator before the intervention is 39.7 and after the intervention is 45.8. measurement experiment (n=30) pretest m 124.5 sd 9.915969 posttest m 147.1 sd 11.0120 t 69.573 p .001 (<0,05) table 1. the impact of islamic-based career information services to improve career aspirations the result of t-test can be concluded that there was a significant difference between career aspirations of students before and after they were given the intervention in the form of career information service based on islam, or by saying that career information based on islam is useful to improving career aspirations of students. interventions using islamic-based career information services can provide students with an understanding of how a career is according to islam. islamic-based career information service is a pattern that can be used by individuals as signs of implementation in career information service activities in improving students' career aspirations toward careers based on applicable rules (in the world) and regulations of allah to obtain safety and provide benefits for others and blessings for oneself. before the intervention in the form of career information services based on islamic teaching, researchers did a pretest, pretest conducted which aimed to determine the profile of career aspirations before the students treated. after the pretest the researcher gave treatment the impact of islamic-based career information services to improve career aspirations of students 30 islamic guidance and counseling journal vol. 2, no. 1, pp. 26-32, january 2019 that was in the form of career information service based on islam to the students, finished from the first meeting until the tenth meeting, then posttest was conducted which aimed to know whether the treatment provided in the form of information services based on islam is useful or not in improving students' career aspirations. the conclusion that can be taken after the calculation of the research data that the application of career information service based on islamic teachings can effectively improve students' career aspirations. this can be proven on the comparison of pretest and posttest values, in the calculation, p score was 0.001, so 0.001<0,05 that close to value 0 it was significant. therefore it can be concluded that the ho hypothesis is rejected there is an increase from 124.5 to 147.1 in the students' career aspirations after the islamic-based career information service. it shows that islamic-based career information service is effective in increasing students' career aspiration. the result of this research is supported by two findings that state islamic-based intervention is effective to improve students’ career aspirations (mubarok, 2012; putro, 2016). it is important to emphasize that gender does not influence differences in educational aspirations for boys and girls (katrňák, janoušková, & šmídová, 2008). this could be the reason why women are entering male-dominated careers in increasing numbers and at a rapid pace (mau, 2003). therefore, the improvement of career aspirations in this study was not affected by gender. the implication of this study is clear, islamic-based career information services are affective to improve career aspirations of students. therefore, guidance and counseling teacher or school counselor should consider implementing this method at their workplace. it is also important to inform the other school stakeholders about the effectiveness of this method to improve students' career aspirations. if all the school stakeholders already establish the same vision of the program of school guidance and counseling, the implementation of guidance and counseling services could be optimized (subandi, 2015). this research can add insight and knowledge in particular about islamic career-based information services to improve student career aspirations, and the fact that the islamic perspective significantly contributes to improving individual career aspirations. this study also could be research background for further investigation on how islamic teaching improves students career preparation. conclusions based on the result of the study, islamic-based career information service is an effective method to improve career aspirations of students. this study can enrich insight and knowledge in this narrow area of the study. the guidance and counseling teacher or school counselor should consider this method to be included in their services program. acknowledgments the authors present their sincere appreciation goes to prof. dr. muhammad japar, m.si., kons. who had given authors inspiration on deciding the topic of this resesrch, husni mubarok who contrived in relation to the elaboration of career aspiration scale instruments. dewi lianasari, m.pd. as head of guidance and counselling department universitas muhammadiyah magelang and dr. heni setyowati as head of the institute who allowed researchers to conduct this research at his institute and shared his experience on the same topic of research. paramita nuraini, tawil tawil, subiyanto subiyanto 31 islamic guidance and counseling journal vol. 2, no. 1, pp. 26-32, january 2019 author contributions statements pn collected preliminary data regarding the profile of students' career aspirations, then formulated a draft topic for further study and discussed with tw and sb. the study began with an investigation of career theories and islamic career-based information services starting from the description of the scale of career aspirations quoted from husni mubarok. the researcher approved the intervention procedure, provided care to the sample and wrote a research report. the researcher assessed the preliminary data and carefully at each step of the intervention counseling, advanced on the counseling theory. the tw was evaluated for the initial data and re-examined the research data. every data revision is always praised carefully. investigate the theory. thus, the instrument will be appropriate and accurate. references brown, d. 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(2019) first publication right : © islamic guidance and counseling journal this article is under: https://books.google.co.id/books?hl=en&lr=&id=ngn9daaaqbaj&oi=fnd&pg=pp1&dq=%5bbook%5d+(on)+believing+in+modern+society:+religion,+spirituality,+and+religious-secular+competition&ots=a4v7yr1433&sig=wneu6yoa6z0etmexntdu-hqrrp8&redir_esc=y#v=onepage&q=%5bbook%5d%20(on)%20believing%20in%20modern%20society%3a%20religion%2c%20spirituality%2c%20and%20religious-secular%20competition&f=false http://dx.doi.org/10.24042/alidarah.v5i2.761 https://shopee.co.id/buku-metode-penelitian-kuantitatif-kualitatif-dan-r-d-sugiyono-alfabeta-i.3046560.427625911 https://doi.org/10.25217/igcj.v1i2.239 https://doi.org/10.25217/igcj.v1i2.233 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: tumanggor, s. (2020). the impact of principal leadership in guidance and counseling services on selfdevelopment of senior high school students. islamic guidance and counseling journal, 3(2). https://doi.org/10.25217/igcj.v3i2.550 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the impact of principal’s leadership in guidance and counseling services on self-development of senior high school students salman tumanggor universitas islam negeri syarif hidayatullah jakarta, indonesia salmantumanggor2019@gmail.com article information: received october 7, 2019 revised november 16, 2019 accepted january 4, 2020 keywords: guidance and counseling; school principals; self-development; students abstract guidance and counseling services in school should be created as a realistic program to gain student's interests. the effort to improve student's selfdevelopment in senior high school can be done through the principal leadership approach. the purpose of studies to determine the role of principal leadership in guidance and counseling services with student's selfdevelopment. the participants were selected using purposive sampling from several seniors high school at banten province, indonesia. the author uses a descriptive analysis method of correlation with the quantitative approach. 40 items of principal leadership scale (α = 0.930) and 120 items of student's self-development (α = 0.978) were used to collect the data. the results show there are significant relationships (r2 = 0.495, p < 0.05) and impact (β = 0.736, p < 0.05) between principal leadership with student's self-development. the student's self-development is determined by principal leadership in guidance and counseling services. introduction in educational context, everyone must be responsible for achieving the specified goals. the school is a unique organization, because it consists of various individuals with diverse ages, social, economic, cultural, and purpose. therefore, the school has additional tasks and functions such as helping solve various problems. according to komariah & triatna (2010) schools are complex systems because being composed of input-process-output they also have accountability for the context and outcomes of education. one of the school programs that students can use is guidance and counseling services. guidance and counseling services are basically a form of operationalization of the concept of guidance and counseling that is intended to meet various principles, functions and objectives set. barida (2016) said there are four areas of guidance in guidance and counseling namely career, learning, personal, and social. these four fields are professional spaces for counselors in conducting guidance and counseling activities. to develop the potential of students in schools, guidance and counseling services are not being the first choice. kurnianto (2018) said that the implementation of guidance and counseling services in schools did not go well, because the burden of counselors had taken up his time as a classroom as a teacher so that guidance and counseling programs were often ignored. indeed guidance and counseling can be one of the programs for student selfdevelopment. self-development program is an effort to help students develop under each potential, providing opportunities for students to develop and express themselves according to their https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i2.550 mailto:salmantumanggor2019@gmail.com tumanggor, s. 131 islamic guidance and counseling journal vol. 3, no. 2, pp. 130-135, july 2020 needs, interests, conditions, and development. counselors help students recognize their potential talents and interests. furthermore, students are assisted in analyzing their strengths and weaknesses, so that they can understand themselves, accept themselves, direct and can make the right decisions in planning related to education, career, and other life planning (gysbers, 2001, 2004; gysbers & henderson, 2014). self-development is an assistance service for students both individuals and groups to develop optimally in personal, social, learning, and career through a process of habituation, self-understanding and the environment as well as its benefits to achieving optimum selfdevelopment (coogan & chen, 2007; pieterse et al., 2013). this service aims to make students independent by developing their potential, talents, and uniqueness for their happiness in life. self-development also means developing students' personalities. therefore, selfdevelopment also means developing aspects of personality (balin & hirschi, 2010; pellitteri, 2010). these aspects of personality include self-confidence, independence, emotional skills, social maturity, cooperative ability, achievement motivation, tenacity, talent or interest, creativity, and insight and career planning (heilat & seifert, 2019; hughes et al., 2017; hussin et al., 2020; rupani et al., 2014). to support student self-development, schools should prepare all targeted activities so guidance and counseling services will run well. one important factor influencing student's self-development program is the principals leadership. positive principal’s leadership can encourage all the resources at the school. counselors performance who specifically provide services to students and technical facilities can be met with managerial support from the school. the principal has a major role in ensuring the effectiveness of guidance and counseling services. if the principal does not provide adequate support, then counseling does not go well. in other words, the principal's support has an effect on the effectiveness of guidance and counseling services (armstrong et al., 2010; bardhoshi & duncan, 2009; leuwerke et al., 2009; lieberman, 2004; ponec & brock, 2000; shoffner & williamson, 2000). some researchers have pointed out how important the principal's role is in supporting guidance and counseling programs (ponec & brock, 2000; shoffner & williamson, 2000). even school principals can provide discussion space for school personnel in explaining the role of guidance and counseling (lieberman, 2004). however, not a few principals have a wrong understanding of guidance and counseling and have a negative impact on service delivery (bardhoshi & duncan, 2009; leuwerke et al., 2009). armstrong et al. (2010) also shows that counselor readiness influences the support of school principals. some of the researchers focused on the counselor's relationship with the school principals and the readiness of the guidance and counseling service program. in this paper the author focuses on how the principal's leadership role is in guidance and counseling services. the purpose of this paper is to determine the role of the principal in the guidance and counseling service on student self-development. methods the author uses the correlational method with a quantitative approach. 254 students participated from five public high schools in tangerang city, indonesia. the author asks participants to fill in the scale after obtaining approval from the school. there is no follow-up to obtain further data. so, it can be said that this study is cross-sectional in nature. there are two scales used to measure the research construct, namely the scale of student self-development and the principal's leadership scale. the student self-development scale consists of 120 items (α = 0.930) and the principal's leadership scale consists of 40 items (α = 0.978). the higher the scores obtained by the participants the better the personal development of the students and leadership undertaken by the principal. the impact of principal leadership in guidance and counseling services on self-development of senior high school students 132 islamic guidance and counseling journal vol. 3, no. 2, pp. 130-135, july 2020 the author analyzes the data collected using correlational analysis. before carrying out a correlational analysis the authors conducted several prerequisite tests such as the normality test, the data confirmed normal (p > 0.05) and homogeneity test, the data confirmed homogeneous (p > 0.05). results and discussion the recapitulation results by category of students' level of self-development and the leadership of the school principal in the guidance and counseling services at school are shown in table 1. it is known that out of 254 students there are 7 students who have selfdevelopment in the bad category (2.75%), 21 students have self-development in the good category (8.27%) and 226 students who have self-development in the excellent category (88.75%). this shows that in general the students' self-development in the excellent category means that students have received guidance and counseling services at the school by involving all responsible parties. it is known that out of 254 students there were 5 students who thought that the leadership of the school principals was in the bad category (1.97%), 29 students thought the leadership of the school principal was in the good category 11.42%) and 220 students who thought the leadership of the school principals was in the excellent category (86.61%). this shows that in general the leadership of principals in the excellent category means that principals have performed their duties in the guidance and counseling services following their duties and responsibilities as school principals. the regression analysis shows that every improvement in principal's leadership will leads to an increase in students' self-improvement (β = 0.736, p < 0.05). the strength of the relationship between the principal's leadership and student self-development is shown by the very significant correlation coefficient (r2 = 0.495 < 0.05). thus there is a positive relationship between the principal's leadership and student self-development or in other words the higher the principal's leadership, the higher the student's self-development. an important finding in this study is that there is a positive relationship between the principal's leadership and student self-development. the results of this study indicate that guidance and counseling services in schools require direction from the principal's which aims to make all components in the school work to achieve the goals planned. the ability to manage programs owned by the principals will bring an educational atmosphere and sufficient for teachers and students in the school environment (keetanjaly et al., 2019). in addition to make school programs implemented properly, managerial leadership can also have a positive impact on teachers in schools. kulsum (2013) states that the strategic role of the principal must have a vision of guidance and counseling which is one way to achieve educational goals. principal's leadership was declared very good, so that the implementation of guidance and counseling services would be good, this finding is also in line with the opinion of prayitno & amti (2004) saying that the education process will run well if it integrates three main components namely, the administrating, teaching, and counseling. the role of the principal as a leader in the school becomes important to support the performance of the counselor because the principal becomes the school manager who manages the school's human resources to conduct a quality educational process. throughout category students self-development (n = 254) principal’s leadership (n = 254) f % f % bad 7 2.75% 5 1.97% good 21 8.27% 29 11.42% excellent 226 88.98% 220 86.61% table 1. self-development and leadership of the school principals tumanggor, s. 133 islamic guidance and counseling journal vol. 3, no. 2, pp. 130-135, july 2020 the education processes in schools, the principal has a central role in motivating all school personnel to achieve the educational goals (anni, 2012). the behavior of the principal who supports the guidance and counseling activities and wants to work with the counselor and hear input from the counselor will improve the performance of the counselor. the results of school leadership or consultative willingness to communicate with counselors are types of leadership that contribute to counselor performance and their good achievement (dahir et al., 2011; lawrence & stone, 2019; shillingford & lambie, 2010). the results of students' self-development are very well, this shows that counselors with counseling guidance services have been programmed and implemented, so students can make good use of the service. according to mugiarso (2011) management of guidance and counseling covers several aspects, namely program planning and organizing, program implementation and direction, evaluation and supervision. therefore, guidance and counseling service programs in schools are not possible to be organized and achieved if they are not managed in a good quality management system. quality management itself will be largely determined by the ability of education management in schools in planning, organizing, directing and controlling available resources. through guidance and counseling services students are assisted both individuals and groups, to become independent and develop optimally in personal, social, learning, and careers by the various types of services and support activities (heilat & seifert, 2019; hughes et al., 2017; hussin et al., 2020; rupani et al., 2014). guidance and counseling services try to help students find their personalities, in terms of knowing their strengths and weaknesses, and accepting themselves positively and dynamically for further self-development. the implication of this research is that the person in charge of guidance and counseling services can take advantage from the results of this study by studying the principal's leadership approach to improving student self-development. the author acknowledges the limitation of this study. this study is only limited to two variables, principals' leadership and student self-development. in addition, the use of crosssectional research makes research data limited to one time data collection only. the use of self-report makes the possibility of filling the scale biased because it is very dependent on the cognitive abilities of participants in understanding the scale items. for further research, it is advisable to pay attention to the limitations of this study so that it can contribute to the development of science in this field in the future. conclusions based on the results of this study, it can be concluded that the principal's leadership in guidance and counseling services has been shown to have a positive relationship with student self-development. thus student self-improvement can be enhanced through the leadership of the principal in the guidance and counseling service. acknowledgements the author expresses his sincere appreciation to the late prof. dr. rochman natawidjaja who had inspired the author to decide the topic of this paper and prof. dr. taryat trisnamansyah, m.a who had given abundant advice for this research. author contributions statement author conduct the research and manage to write the manuscript. the impact of principal leadership in guidance and counseling services on self-development of senior high school students 134 islamic guidance and counseling journal vol. 3, no. 2, pp. 130-135, july 2020 references anni, c. 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(2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.15294/ijgc.v7i4.20040 https://doi.org/10.1177/0192636519853029 https://doi.org/10.1177/2156759x0901200404 https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=lieberman%2c+a.+%282004%29.+confusion+regarding+school+counselor+functions%3a+school+leadership+impacts+role+clarity.+education%2c+124%283%29.&btng= https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=mugiarso%2c+h.+%282011%29.+bimbingan+konseling.+semarang%3a+unnes+press&btng= https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=norman+c.+gysbers%2c+p.+h.+%282012%29.+developing+%26+managing+your+school+guidance+%26+counseling+programs+%285th+ed.%29.+wiley.&btng= https://doi.org/10.1080/09515071003775962 https://doi.org/10.1080/09515070.2013.793451 https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=ponec%2c+d.+l.%2c+%26+brock%2c+b.+l.+%282000%29.+relationships+among+elementary+school+counselors+and+principals%3a+a+unique+bond.+professional+school+counseling%2c+3%283%29%2c+208&btng= https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&q=prayitno+%26+amti%2c+e.+%281994%29.+dasar-dasar+bimbingan+dan+konseling.+jakarta%3a+rineka+cipta&btng= https://doi.org/10.1080/14733145.2013.816758 https://doi.org/10.1177/2156759x1001300401 https://doi.org/10.1002/j.1556-6978.2000.tb01244.x islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: subandi, s., hasanah, i., dewi, l., & jannah, s. (2020). implementation of group counseling and roleplaying: the investigation of students social interaction improvement. islamic guidance and counseling journal, 3(1). https://doi.org/10.25217/igcj.v3i1.613 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung implementation of group counseling and roleplaying: the investigation of students social interaction improvement subandi subandi1*, ida faridatul hasanah1, laila ludfiana dewi1, siti roudlotul jannah2 universitas islam negeri raden intan lampung, indonesia1 institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia2 subandi@radenintan.ac.id* article information: received october 28, 2019 revised november 20, 2019 accepted december 3, 2019 keywords: group counseling, role-playing techniques, students social interaction abstract the authors found many students with low social interaction at school and lack of methods in anticipating this problem. this article contributes to providing alternative methods for enhancing students' social interaction by using role-playing techniques in group counseling. the purpose of this study is to determine the effectiveness of the role-playing technique in improving the social interaction of 8th-grade students at public junior high school 7 bandar lampung. the authors use social interaction scales to collect data and quasi-experimental research design methods. the subjects of the study were 16 students of 8th-grade public junior high school 7 bandar lampung which selected by purposive sampling. data analysed using wilcoxon test. the results of the study concluded that z=-2.524 and p<0.05. this means that group counseling services with role-playing techniques are effective to improve social interaction for 8th-grade students at public junior high school 7 bandar lampung. introduction interaction is a basic need for humans because they are social beings who will always be in contact with other people, nature, and other creatures. in the process of social interaction, self-adjustment is one of the activities that could not be avoided. the adjustment term related to a variety of unique ways shown by someone to be able to interact with others (dufner et al., 2019). social interaction is a process related to the overall behavior of group members to others (kafetsios et al., 2018; nezlek et al., 2008). the relationship between individuals and groups that can influence, change or improve the behavior of other individuals and vice versa, it includes social interactions according to (zimmerman & bonner, 1996) formula. adolescence is a period of chaos and a time when someone faces many problems, challenges, and conflicts in the search for identity (elliott et al., 2017). this period is a transition from childhood to adulthood, a period when someone who departs to seek identity becomes an adult (elliott et al., 2017; houltberg et al., 2016). they tend to spend more time with peer groups rather than being at home, and if social interactions are positive, it will undoubtedly be beneficial for adolescent development (tompsett et al., 2016). based on results of (widhianto & sugiyo, 2015) study, seventh grade of public junior high school 1 buayan showed a lack of social interaction with peers as indicated by the lack of willingness to cooperate with friends, the existence of unsportsmanlike competition, fellow https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i1.613 mailto:subandi@radenintan.ac.id subandi, s., hasanah, i., dewi, l., & jannah, s. 33 islamic guidance and counseling journal vol. 3, no. 1, pp. 32-37, january 2020 friends due to the selfishness of each students, they are also difficult to adjust to the school environment, mainly associating with peers and some students have not been able to reduce the conflicts with their friends. this also happened to demak public high school 1. based on normanita et al. (2018) study, can be seen there are students who have not been able to interact socially well with their peers, this is also supported by the presence of some students who are less open when communicating with friends or with others, lacking the courage to express opinions, students are often confused and embarrassed when dealing with people. some students are active in their opinions but not in discussion forums. while the phenomenon that occurs in bandar lampung junior high school 7, many students have low social interaction. based on the results of interviews obtained from school counselors, students, particularly students of eighth grade, some students show a moody, aloof, indifferent to the surrounding environment and do not pay attention to subjects when the teacher explains. by given the importance of social interaction in social life, especially when adolescence is the right time to instill and increase social awareness. therefore, an effective solution is needed. when students try to solve the problems they face, counseling can be considered as the core of the process of providing essential help (corey, 2013). curative assistance efforts and develop to the personal ability in solving problems in groups or together directed by the counselor, which called by group counseling. the principle of group counseling is to encourage by utilizing the potential that is owned and facilitate the growth and development to make positive changes in individuals (corey, 2013; delucia-waack et al., 2013; shulman, 2010). some of the problems discussed during the group counseling process include the ability of a person to build communication relationships, the development of self-esteem, and skills in overcoming obstacles (chen & rybak, 2017; ratts et al., 2016; shapiro et al., 2018). the dramatization of some problems that can arise in relationships with others, for instance, conflicts that occur in someone in social relationships, this technique is called the role-playing (corsini, 2017). in this technique, some people hold a specific role and play a social interaction scene that contains a problem that must be solved. with this technique, students play particular roles and who play it is human behavior in social relations (osborn & costas, 2013). several reseaches have found that role-playing is an effective approach to improve counseling skills for counselor (osborn & costas, 2013), social skills (gaffney & mcfall, 1981), law enforcement and negotiation skills (van hasselt et al., 2008). unfortunately, nonte of mentioned reseaches focused on social interaction variable. therefore, role-playing techniques in group counseling is essential to investigate. in particular, to increase the social interaction of students. related to the description above, then an experimental research effort is carried out to determine the effectiveness of role-playing techniques in group counseling to improve social interaction. this study aims to determine the effectiveness of counseling group services with role-playing techniques in increasing student social interaction. methods this research is a quasi-experiment pretest–potstest control group design. the sample in this research were 16 students of public junior high school 7 bandar lampung, selected by using purposive sampling technique. the selected sample is students who have low levels of social interaction. from this sample, the researcher divided the experimental group and the control group by two experimental groups and two control groups, respectively. the experimental group is the group that will be given the intervention of group counseling with role-playing techniques while the control group is the group that is given conventional group guidance services. in this study, authors used social interaction scale. social interaction sca le implementation of group counseling and role-playing: the investigation of students social interaction improvement 34 islamic guidance and counseling journal vol. 3, no. 1, pp. 32-37, january 2020 reliability α=0.902 and validity, based on item total correlations ranged from 0.329-0.822. the higher the score, the higher students’ social interaction. the procedure in this study by giving experiment group a pretest to measure the behavior scores of students who have low social interaction using a questionnaire. once it is known that students who have low social interaction behavior, then given group counseling services with role-playing techniques, then it given a posttest to measure the scores of students' social interaction behavior after being treated by group counseling services with role-playing techniques. the next step is comparing the results of pretest and posttest to find out whether group counseling services using role-playing techniques are able to help students reduce low social interaction behavior by comparing the pre-test score with the post-test score. data is processed and analyzed using wilcoxon test. results and discussion the findings in this study both control and experiment group are effective to improve students’ social interaction. based on the statistical analysis on the table 1. the experiment group showed a highly significant mean improvement from pretest (37.87) to posttest (74.12). it is also in line with the probability (p=0.012<0.05), which mean there is a statistically significant differences between before and after participants treated with role-playing technique within group counseling. in the other side, the control group showed not a significant mean improvement from pretest (65.12) to posttest (68.25). but this result is also in line with the probability (p=0.017<0.05), which mean there is a statistically significant differences between before and after participants treated with conventional counseling services. although, both group are statistically significant to improve students’ social interaction but the experiment (p=0.012<0.05) showed a higher score of probability than control (0.017<0.05) group. variable group pretest posttest z p m sd m sd social interaction experiment 37.87 5.13 74.12 1.72 -2.524 0.012 control 65.12 4.25 68.25 2.18 -2.384 0.017 table 1. the result of impact analysis the findings in this study showed that both groups, experiment and control, are effective to improve social interaction but the higher impact seen on the experiment group. the authors believe the impact differences are more likely affected by the role-playing technique. the authors have expected these findings. somewhat surprisingly, despite the effectiveness of the intervention, the authors did not expect that control group intervention would be almost as significant as the experiment group intervention. there was no evidence of other variables that influence social interaction of students in the control group. nonetheless, there was a pronounced unseen variable like counselor skills in leading and directing the dynamic interactions between counselees within the group. research suggests that with the dynamics of the counseling will encourage the counselee to speak up and interact with others within the group (chen & rybak, 2017; corey, 2013; shapiro et al., 2018; shulman, 2010). the authors have expected the role-playing impact on the social interaction. research suggests that role-playing is the most preferred learning method to improve communication skills (jin et al., 2019; lilja et al., 2000) and preparation before doing social work (fulton et al., 2019). the literature emphasises the urgency of conducting role-playing in a controlled and supportive environment (fulton et al., 2019; stobbs, 2015). the safe and controlled environment by the counselor supports the improvement of social interaction, where the subandi, s., hasanah, i., dewi, l., & jannah, s. 35 islamic guidance and counseling journal vol. 3, no. 1, pp. 32-37, january 2020 counselee didn’t feel intimidated to speak their opinion in the decided character. in the other hand, role-playing also useful to improve mental health (hubbard, 2014). despite the insight findings in this study, the are several limitations that can be found. first, this study focused on social interaction only and didn’t show how other variables that probably would be affecting the final result of students’ social interaction. second, this study conducted in a limited sample, only in one school with 16 students invited to the study. therefore, the future study needed to add several variables that empirically proven related to the social interaction and fully controlled the intervention and the environment (i.e. counselor should and shouldn’t do in the counseling process, cultural aspects, etc.). lastly, future research need to consider using more participant in group counseling. conclusions although both interventions, the role-playing within group counseling and group counseling without any specific technique, is effective to improve students’ social interaction but the experiment group showed a higher significant impact on the social interaction. unfortunately, this study has some limitations. therefore, future study should add several variables that empirically proven related to social interaction and fully controlled the environment while conducting the intervention. acknowledgments the author expresses their sincere appreciations to the rector of universitas islam negeri raden intan, prof. dr. mukri, m.ag., and the dean of tarbiyah faculty, prof. dr. nirva diana, m.pd., for their support. the acknowledgment also extended to everyone who contributed to this study. author contribution statements sb and ifh designed the research proposal and the instrument. lld and srj collected the data. sb, ifh, lld and srj conducted the experiment together. srj designed and performed the analysis. all the author wrote the manuscript together and agree with the final version of the manuscript. there is no conflict of interest. references chen, m., & rybak, c. 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(2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1002/jcop.21759 https://doi.org/10.1177/0145445507308281 https://journal.unnes.ac.id/sju/index.php/jbk/article/view/8833 https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&q=zimmerman%2c+b.+j.%2c+%26+bonner%2c+s.+%28in+press%29.+a+social+cognitive+view+of+strategic+learning.+in+c.+e.+weinstein+%26+b.+l.+mccombs+%28eds.%29%2c+strategic+learning%3a+skill%2c+will%2c+and+self-regulation.+mahwah%2c+nj%3a+lawrence+erlbaum+associates%2c+inc.&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: susilawati, s., wibowo, m., & sunawan, s. (2019). moral disengagement and classroom incivility against the social responsibility character of junior high school students. islamic guidance and counseling journal, 3(1). https://doi.org/10.25217/igcj.v3i1.661 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung moral disengagement and classroom incivility against the social responsibility character of junior high school students susilawati1, mungin eddy wibowo, and sunawan universitas bengkulu, indonesia1 universitas negeri semarang, indonesia susilawatisusan028@gmail.com1 article information: received december 16, 2019 revised december 17, 2019 accepted december 20, 2019 keywords: incivility classroom; moral disengagement; social responsibility abstract nowadays social responsibility is significant to investigate. it is because in the academic world there are a number of students having low social responsibility. this behavior is realized by unfair actions in groups, bullying or intimidation practice. concerning this phenomenon, the current study aimed at analyzing the prediction of students’ social responsibility from the perspective of moral disengagement and incivility. this correlational study involved 636 students with a portion of 49.5% of male students and 50.5% of female students. they were selected using cluster sampling from two junior high schools in central java. after that, these students were asked to fill in a moral disengagement scale, and classroom incivility scale. the results showed that moral disengagement and incivility significantly predicted social responsibility (r=0.336, r2=0.113, f=6.079, and p<0.01). specifically, the findings of this study confirmed that the aspects of moral justification and dehumanization, as well as intentional incivility, predict students’ social responsibility. introduction humans are social beings. that is why they need to have the character of responsibility in social life. many factors are influencing the level of one’s social responsibility, such as empathy, moral development, and self-concepts that develop since childhood and adolescence (wray-lake & syvertsen, 2011). school is a place to teach responsibility to students. students who are socially responsible tend to have a greater concern for ethical and moral issues (gough, mcclosky, & meehl, 1952). people who act maturely and socially responsible have a strength of character in citizenship, a higher level of social trust, and a more positive view of human nature (peterson & seligman, 2004). concerning this, social responsibility is related to morality. the theory of moral reasoning indicates that social responsibility attitudes are derived from justice-based moral reasoning (kohlberg, 1969). meanwhile, the social-cognitive theory states that morality refers to the concept of human well-being, justice, and respect for human rights as forms of maintaining personal relationships (nucci, 2001). previous studies revealed that those who have high moral sensitivity are children who are against moral disengagement and oppose immoral acts, for example, intimidation against humans. it is also known that moral disengagement is positively related to aggression (bandura, barbaranelli, caprara, & pastorelli, 1996; bandura, caprara, barbaranelli, pastorelli, & regalia, 2001; barchia & bussey, 2011; paciello, fida, tramontano, lupinetti, & caprara, https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i1.661 mailto:susilawatisusan028@gmail.com susilawati, s., wibowo, m., & sunawan, s. 27 islamic guidance and counseling journal vol. 3, no. 1, pp. 26-31, january 2020 2008; pelton, gound, forehand, & brody, 2004; pornari & wood, 2010; white-ajmani & bursik, 2014), including bullying behavior toward others (gini, pozzoli, & hauser, 2011; hymel, rocke-henderson, & bonanno, 2005; menesini et al., 2003; obermann, 2011; perren, gutzwiller‐helfenfinger, malti, & hymel, 2012), and antisocial behavior (bandura et al., 1996, 2001; hyde, shaw, & moilanen, 2010). besides, intimidating others is also a form of social irresponsibility and moral disengagement. incivility is an errant behavior that is disruptive and even harmful so that it may cause the learning atmosphere disharmonious (andersson & pearson, 1999; boysen, 2012; knepp, 2012; miller, katt, brown, & sivo, 2014). this kind of behavior has various levels, starting from not listening to the discussion, lack of attention to the class, lateness, absence, having a chat with friends when teacher is explaining materials, sleeping in class, saying dirty words, having a physical or verbal contact against teachers or other students (alberts, hazen, & theobald, 2010). other forms of this behavior are such as intimidating peers, harassment, and threatening friends and teachers (burke, karl, peluchette, & evans, 2014; feldmann, 2001). thus, performing classroom incivility is a form of misconduct that affects one's social responsibility. if the previous studies discussed the relationship between responsibility and moral disengagement, the current study aimed at examining which moral disengagement and incivility aspects influenced the relationship with students’ social responsibility. these were done because responsibility is a significant thing in human life aspects, particularly in social life. moreover, the authors were also interested in knowing whether there was a relationship between responsibility, moral disengagement, and classroom incivility seen from the influencing aspects. these matters were used as the basis for determining the next intervention. methods this study belonged to a correlational study and involved 3 variables, namely responsibility, moral disengagement, and classroom incivility. for more, the respondents of this study were selected using cluster sampling from two junior high schools in semarang city and temanggung regency. 636 students were covering 321 female students, and 315 male students from the seventh and eighth grades. the data collection was carried out using three instruments. first, the instrument used to collect the data of responsibility variable was an academic integrity scale designed by ramdani (2018) containing 10 statement items. the validity of this scale was measured based on a correlation 0.00 and the reliability 0.769. the scale was rated using the likert scale in which the statement items were favorable and contained 5 answer choices (1=strongly disagree to 5=strongly agree). second, moral disengagement was measured using moral disengagement scale developed by bandura et al., (1996) containing 32 statement items with the validity is 0.00 and reliability is 0.786. this instrument was rated using the likert scale in which the statement items were unfavorable, and available with 4 answer choices (1=strongly disagree to 5=strongly agree). third, classroom incivility was rated by classroom incivility scale developed by farrell, provenzano, spadafora, marini, & volk (2016). this instrument was rated using the likert scale in which the statement items were favorable, and available with 5 answer choices (1=strongly disagree to 5=strongly agree). the validity of this instrument ranged from 0.02 to 0.01 while its reliability was at 0.813. to collect the data, the authors conducted several procedures, namely managing the administrative permission to research the designated schools, determining classes to be used as the sample, and distributing the scales to be filled in by the students. after the scales were submitted, they were analyzed by using a hierarchical regression test to find out the relationship between moral disengagement, incivility classroom, students’ social responsibility character controlled by gender, class, and age. moral disengagement and classroom incivility against the social responsibility character of junior high school students 28 islamic guidance and counseling journal vol. 3, no. 1, pp. 26-31, january 2020 results and discussion this study found out that there was a relationship between social responsibility, moral disengagement, and classroom incivility when the demography variable acted as a control. it was proved by the results of hierarchical regression test showing that social responsibility had a relationship with moral disengagement with the value of ∆r=0.078, while the aspect of moral disengagement variable which predicted the existence of the relationship was moral justification with the value of β=0.095, t=2.105, and p<0.05. another aspect that predicted the relationship between responsibility and moral disengagement was the dehumanization aspect with the value of β=-.099, t=-2,309 and p<0.05. additionally, classroom incivility was also found to influence responsibility variable with the value of delta r=0.048, while the aspect which predicted the relationship between classroom incivility and responsibility was intentional incivility aspect with the value of β=-.165, t=-3,570 and p<0.01. if it is thoroughly seen, moral disengagement and classroom incivility were related to responsibility by having r=0.336, r2=0.113, f=6,079, and p<0.01. the details of these findings can be seen in the following table 1. preindicators model 1 model 2 model 3 β t p β t p β t p class .157 3.535 .000 .125 2.779 .006 .143 3.147 .002 gender -.140 -3.575 .000 -.137 -3.320 .001 -.128 -3.154 .002 age -.035 -.799 .425 -.012 -.272 .786 -.019 -.438 .661 moral disengagement moral justification .074 1.622 .105 .095 2.105 .036 euphemistic labeling -.119 -2.543 .011 -.075 -1.581 .114 advantageous comparison -.043 -.924 .356 -.042 -.925 .355 displacement of responsibility .024 .512 .609 .030 .651 .516 diffusion of responsibility .059 1.311 .190 .060 1.364 .173 distortion of consequences 0.00 -.010 .992 .017 .399 .690 attribution of blame -.004 -.080 .936 .006 .147 .883 dehumanization -.128 -2.968 .003 -.099 -2.309 .021 incivility classroom unintentional incivility -.052 -1.126 .260 intentional incivility -.165 -3.570 0.00 ∆r 0.078 0.048 ∆r2 0.039 0.030 ∆p 0.01 0.00 r .210 0.288 .336 r2 .044 0.083 .113 f 9.759 5.125 6.079 p 0.00 0.00 0.00 table 1. the results of hierarchical correlational test this study investigate the aspects of moral disengagement and classroom incivility which negatively predicted students’ social responsibility. the findings confirmed that both moral disengagement and classroom incivility negatively predicted students’ social responsibility. based on theories, intimidation is the realization of low social responsibility (gini et al., 2011). therefore, it can be concluded that people whose social responsibility is high tend to concern about justice and care (peterson & seligman, 2004). meanwhile, classroom incivility can be in the form of intimidating friends, harassment, and threatening both friends and teachers (burke et al., 2014). intimidation is a manifestation of low social responsibility and has a relationship susilawati, s., wibowo, m., & sunawan, s. 29 islamic guidance and counseling journal vol. 3, no. 1, pp. 26-31, january 2020 with moral disengagement and classroom incivility. interestingly, the study successfully confirmed that the aspects of moral disengagement which negatively predicted social responsibility were moral justification and dehumanization. meanwhile, in terms of classroom incivility, the aspect which influenced this negative behavior was intentional incivility. in this study, the aspects of moral disengagement which negatively predicted social responsibility were moral justification and dehumanization. in moral justification, students who had no social responsibility were those who considered an amoral action such as intimidating people is not a mistake. meanwhile, the aspect of dehumanization was realized by students who did not practice social responsibility well or students who experienced a decline in social responsibility values. these findings strengthen the previous study results that the diffusion of responsibility significantly predicts intimidation practice by behaving unfairly in a group environment (robson & witenberg, 2013). further, the influencing aspect of classroom incivility was intentional incivility. it was realized by students’ intention in performing incivility, in this case, is intimidating others. miller et al. (2014) revealed that students’ incivility appears in some form of negative behaviors, such as disrupting the learning process and messing up classroom conduciveness. the findings of this study are also in line with knepp's (2012) that incivility is related to amoral behaviors by students, such as rejecting teacher's orders and ignoring rules, and moral disengagement which jointly influence students’ characters, especially social responsibility. therefore, in this study intimidating others were understood as an amoral act and bad social responsibility. as a result, students who intentionally intimidate others and consider their act not amoral can be said to have a bad social responsibility for the social environment. apart from its findings, this study had a limitation. the limitation was in the form of the limited data derived from two areas in central java, namely semarang and temanggung regency. the researchers considered that these data did not represent the whole area in central java. thus, future researchers should consider the areas of data collection, and apply classical guidance services to improve students’ responsibility and decrease moral disengagement as well as classroom incivility. conclusions the findings of this study confirm that moral disengagement and incivility negatively predict students’ social responsibility characters. the relationship between these two variables on social responsibility is negative, meaning that the higher level of moral disengagement and incivility owned by students would result in the lower social responsibility character. for more, moral justification and dehumanization in moral disengagement, and intentional incivility in classroom incivility are aspects which influence negative social responsibility. they further disrupt the learning process, and trigger students to intimidate class members. even though this study has successfully explained the relationship between moral disengagement, incivility and social responsibility, there were some limitations found. first, the moral disengagement, incivility, and social responsibility in this study were examined correlatively. also, this study was carried out only in junior high school level. therefore, future studies are expected to employ a longitudinal study by using latent group modeling analysis or experimental design to reduce intimidating behavior either intentionally or unintentionally. acknowledgments the authors would like to thank universitas negeri semarang and the ministry of research, technology, and higher education which has funded this study based on the contracts number 078/sp2h/lt/dprm/2019 and 33.18.3/un37/ppk.3.1/2019. moral disengagement and classroom incivility against the social responsibility character of junior high school students 30 islamic guidance and counseling journal vol. 3, no. 1, pp. 26-31, january 2020 author contribution statements the authors had participated in the research and approved the final manuscript. references alberts, h. c., hazen, h. d., & theobald, r. b. 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(2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&q=kohlberg%2c+l.+1969.+%e2%80%9cstage+and+sequence%3a+the+cognitive-development+approach+to+socialization.%e2%80%9d+in+handbook+of+socialization+theory+and+research%2c+edited+by+d.+a.+goslin%2c+348%e2%80%93380.+chicago%2c+il%3a+rand+mcnally.&btng= https://doi.org/10.1002/ab.10060 https://doi.org/10.1080/03634523.2013.835054 https://books.google.co.id/books?hl=en&lr=&id=86gkuehdnkic&oi=fnd&pg=pr9&dq=nucci,+l.+(2001).+education+in+the+moral+domain.+cambridge:+cambridge+university+press.&ots=gdar1ysc3f&sig=h5xmcemms5w4g7jfmfpyivy4ujc&redir_esc=y#v=onepage&q=nucci%2c%20l.%20(2001).%20education%20in%20the%20moral%20domain.%20cambridge%3a%20cambridge%20university%20press.&f=false https://doi.org/10.1080/15388220.2011.578276 https://doi.org/10.1111/j.1467-8624.2008.01189.x https://doi.org/10.1111/j.1467-8624.2008.01189.x https://doi.org/10.1023/b:joba.0000007454.34707.a5 https://doi.org/10.1111/j.2044-835x.2011.02059.x https://doi.org/10.1111/j.2044-835x.2011.02059.x https://books.google.co.id/books?hl=en&lr=&id=vkzmcwaaqbaj&oi=fnd&pg=pr9&dq=peterson,+c.,+and+m.+e.+p.+seligman.+2004.+character+strengths+and+virtues:+a+handbook+and+classification.+new+york:+oxford/american+psychological+association.&ots=srljdmh5bz&sig=vkneffvb9nwxqu4lsrl-biuizck&redir_esc=y#v=onepage&q&f=false https://doi.org/10.1002/ab.20336 https://doi.org/10.5861/ijrsp.2018.3003 https://doi.org/10.1080/15388220.2012.762921 https://doi.org/10.1037/a0031728 https://doi.org/10.1002/cd.308 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: rahman, i. (2020). the development of e-counseling gestalt prophetic to help students cope with academic procrastination in indonesian islamic higher education. islamic guidance and counseling journal, 3(1). https://doi.org/10.25217/igcj.v3i1.614 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the development of e-counseling gestalt prophetic to help students cope with academic procrastination in indonesian islamic higher education imas kania rahman universitas ibn khaldun bogor, indonesia imas.kania@uika-bogor.ac.id1 article information: received november 18, 2019 revised november 30, 2019 accepted december 10, 2019 keywords: e-counseling, gestalt prophetic, academic procrastination abstract the numerous cases of academic procrastination of students in various universities in indonesia are worrying. in terms of intervention, there is a proven effective approach to improve students’ skill to cope with academic procrastination. it’s called guidance and counseling gestalt prophetic (gpro). unfortunately, due to a lack of access, g-pro needs to be developed. this article will present a new approach called e-counseling gestalt prophetic (e-g-pro). the author used the borg and gall model research and development (r & d) model with three research steps: a preliminary study, model development, and model validity. focus group discussion (fgd) has been done to assess the properness of the model. four parties, each from information and technology expert, qur'anic interpretation expert, islamic education and religiosity expert, guidance and counselor expert, and counselee, were invited to the fgd. based on internal judgement by experts and users, the e-g-pro is highly feasible to be applied to help students cope with academic procrastination in indonesian islamic higher education. introduction the case of student academic procrastination is dramatically increasing. this case occurred, particularly in islamic higher education. a study found that only 4,937 of 24.493 active students had taken their theses, which not all students able to complete their theses on time (fernando & rahman, 2016). similarly, rahman's et al. (2018) research at the university of ibn khaldun, bogor. her study showed the number of class 2012 students were 3,658, who should have graduated in 2016. unfortunately, only 835 students were graduated. on the other hand, 2.823 could not complete their college. the findings of both studies indicated high student procrastination in islamic higher education. the enormous cases of procrastination show a low capability of indonesian human resources at a productive age. thus, many academic procrastination students finally failed to complete their studies. this case has contributed to the increasing number of unemployment in indonesia. it is a severe threat that requires solutions. this problem is the responsibility of the guidance and counseling unit in each higher education. if properly managed and guidance and counseling experts available, counseling services can be implemented. students with academic procrastination can use this service to help them get out of the wrong paradigm and habituation. student academic procrastination is a tendency to put off or delays in starting, carrying out, or completing assignments and https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i1.614 mailto:imas.kania@uika-bogor.ac.id rahman, i. 47 islamic guidance and counseling journal vol. 3, no. 1, pp. 46-53, january 2020 responsibilities as a student. the trend of delaying college assignments and always having doubts about facing college assignments are the two main characteristics of student procrastination behavior (basri, 2017). besides, vargas (2017) states that there are aspects of academic procrastination, namely involving the element of delay (starting and completing), resulting in other harmful behaviors that are more concerning, it has implications for uncomfortable and unpleasant emotional situations such as anxiety, guilt, anger, and panic. safaati et al. (2017) divides procrastination into three categories, specifically as postponing behavior, a habit that leads to a trait, and a personality trait. the embodiment of student academic procrastination, according to fauziah (2015), appears to anxiety because they had failed to make or present a paper in front of the class, and does not like the lecturer gave the assignments. besides, unable to control himself, especially to persist in completing the assigned tasks, tend to oppose the rules, depended on groupmates in working and presenting the assignments, and severe in making a decision. forms of student academic procrastination behavior according to rahman et al. (2018) can be seen from the habit of being late get into the class or not being disciplined, postpone carrying out academic assignments, avoiding specific tasks such as presentation of papers, choosing to do other activities, missing the class, the number of attendance does not meet the minimum requirements, does not pass, the gpa is below the standard, and threatened with expelled from the college. these postponing behaviors are inherent in students with academic procrastination issues, including students in islamic higher education. fernando & rahman's (2016) study at an islamic university showed that student academic procrastination affected by religiosity and self-regulation. the higher religiosity and self-regulation will make the academic procrastination decreased simultaneously. in this study, the authors use a gestalt approach to overcome the problems experienced by islamic university students, especially in terms of academic procrastination. gestalt approach believes that everyone is inherently capable of being responsible. the advice in the gestalt counseling approach is delivered to help people find their awareness, contact, and support so that the person can make choices in life and take responsibility for their decisions. gestalt approach by perls (1997) has been evaluated and developed both concepts and practices into sufistic guidance and counseling approaches since 2011 (rahman & furqon, 2011). the results of this development are known as prophetic gestalt guidance and counseling (g-pro) (rahman, 2017). the g-pro has proven effective in improving several psychological aspects, such as adaptability (rahman & furqon, 2011), religiosity (rahman, 2011), self-regulation (pratiwi et al., 2019), self-awareness (fitriawati, 2019), and the parenting approach (kusumaningtyas et al., 2019). based on the findings of previous studies, the authors concluded that g-pro is sufficient to improve students' religiosity and selfregulation. guidance and counseling g-pro needs to meet several requirements in practice, including, conducted face-to-face, representative rooms, lcds, videos, some pictures, counselors must be able to confront each student's answers, sdbhsm cards needed (please see (rahman, 2017; rahman, 2018) for more detailed information), and up to 10 group members only. these requirements sometimes become obstacles for some counselors and students. therefore, authors developed g-pro into a website based, which also known as e-gpro. this approach is a model of information technology-based approach that can be accessed anytime, anywhere, and anyone. the website is a very interesting technology with a creative and innovative appearance as well as high accessibility (chang, 2016; isaac et al., 2019; yilmaz, 2017). the website also can be accessed independently and gained great interest in students (kurt, 2019). the e-gpro can be accessed independently by students, lecturers, coordinator of guidance and the development of e-counseling gestalt prophetic to help students cope with academic procrastination in indonesian islamic higher education 48 islamic guidance and counseling journal vol. 3, no. 1, pp. 46-53, january 2020 counseling at higher education, and counselors. through this website, it expected that many students, particularly with academic procrastination could be helped to overcome their bad behavior. methods the authors use research and development methods, which are the processes used to develop and validate products. this study uses the gall et al. (1996) model which has been adapted into three research steps 1) preliminary study, 2) model development, and 3) model validity. a preliminary study was conducted on the g-pro approach, both literature studies, and field studies. literature studies were done by reviewing a book titled gestalt prophetic guidance and counseling (concepts and practices of islamic guidance and counseling) (rahman, 2017) and published paper related to the topic (rahman, 2018). the field studies done by observation and interviews with seven other researchers who had used g-pro as treatments in helping individuals or groups for diverse purposes. model development was done with internal testing. internal testing was carried out by e-g-pro assessment by four experts and one technician through focus group discussions (fgd). they were asked to give the score based on the content of the e-g-pro (http://sdbhsm.imaskaniarahman.com). the experts involved consisted of two informatics experts and design experts, two counselors, 2 islamic education experts, and 2 islamic religious experts. then, assessed by fifteen users. results and discussion based on the preliminary study, g-pro aimed to build responsible attitudes and behaviors which are consist of awareness, support, and correct interaction. these three things are done by delivering the counselee to have the proper paradigm of the nature of human beings as servants of god. the duties and responsibilities of all humans as servants of god and leaders. human beings should have the right purpose in life, always use the time to reach god's pleasure to reach the goal, and focus on preparing afterlife provisions. to gain this awareness, we began by delivering the counselee to answer six key questions 1) who are you? 2) where do you come from? 3) where are you right now? 4) where are you going? 5) what are you doing now? and 6) what benefits do you get? the counselee's answer is explored by asking confrontational questions. then, they were directed through pictures, videos, and directions. thus, the counselee reaches the correct paradigm. then, the counselee was helped to plan behavioral changes to wisely use the time to do meaningful activities to achieve god's pleasure. the results of this analysis are in line with the results of the studies of kusumaningtyas et al. (2019). no expert theme content comprehensiveness display benefit 1 informatics 1 90 80 85 80 2 informatics 2 88 85 85 89 3 islamic education and religious 1 100 96 100 100 4 islamic education and religious 2 90 85 85 90 5 guidance and counseling 1 85 85 85 90 6 guidance and counseling 2 90 85 85 85 table 1. expert judgment http://sdbhsm.imaskaniarahman.com/ rahman, i. 49 islamic guidance and counseling journal vol. 3, no. 1, pp. 46-53, january 2020 no statement very agree agree not agree totally not agree 1 joining g-pro is a valuable experience for me. 14 1 0 0 2 i am grateful to receive g-pro, so that i understand the nature and the purpose of life. 13 2 0 0 3 after receiving the g-pro, i want to be better and will make the most of the rest of my life. 13 2 0 0 4 i received a lot of benefits from gpro. in my opinion, all college students should receive the same thing. 13 2 0 0 5 i feel a waste of time by joining gpro. i regret joining it. 0 0 1 14 6 if possible, i hope my family, friends, and loved ones can also experience g-pro. thus, all the people i love have a true purpose in life. 13 2 0 0 7 i believe i can do g-pro for other people. 3 10 2 0 8 i hope that g-pro media and applications are accessible to everyone, so then it will be useful for many people. 14 1 0 0 9 i want to receive g-pro again, but with a different version. 10 5 0 0 10 i once received a guidance and counseling service similar to but not g-pro. 1 6 4 4 tabel 2. user judgement the results of this study are the material to develop web-based guidance and counseling g-pro by technicians and multimedia experts. the e-g-pro, as an e-counseling approach, pays attention to indicators of suitability, eligibility, presentation, and achievement of expected competencies. the success of this indicator can be seen by observing the relevance between the material with the g-pro, paying attention to the visualization of the media, which is displayed as attractive, easily understood, and paying attention to the principles of media development. a preliminary study of researchers who have used the g-pro approach by interview showed that the majority had difficulty meeting the media requirements for g-pro (arifah, personal communication, 2019; hajir, personal communication, 2019), problems in preparing the media needed to improve awareness of the responsibility in yogyakarta students (aulia, personal communication, 2019), and the g-pro is only useful for 10-15 people (hartati, personal communication, 2019). in the interview, the researchers agreed that g-pro was needed in guidance and counseling services to help individuals or groups achieve awareness and responsibility as muslims. research that has been done shows significant results as expected (fitriawati, 2019; the development of e-counseling gestalt prophetic to help students cope with academic procrastination in indonesian islamic higher education 50 islamic guidance and counseling journal vol. 3, no. 1, pp. 46-53, january 2020 kusumaningtyas et al., 2019). these results encourage researchers to continue using the gpro approach to help individuals or groups in diverse environments. the results of this study also confirm that researchers expect ease of accessing media and ease of use of g-pro for the needs of a greater number of counselees. model development begins with the involvement of informatics experts and technicians. by using the results of preliminary studies, the development of the e-g-pro approach model can be done. the model can be accessed via the website. counselees who need it can access the website http://sdbhsm.imaskaniarahman.com. meanwhile, counselors, guidance, and counseling coordinators, academic supervisors, and other advisers can be accessed via the web address http://sdbhsm.imaskaniarahman.com/nm_webmin/. the advantage of this web address is that the counselor can see the names of counselees who have used and can also observe the results of counselee awareness. the results of the development of g-pro into e-g-pro are in line with the results of research by yucel (2006) that the advantage of using websites in counseling services is to open up opportunities for services without a time limit. counselors can use the e-g-pro approach in a higher number of counselees so that it is effective and efficient. e-g-pro provides some videos to deliver the counselee to find awareness, contact, and support. in line with the results of research rahman et al. (2018), the video is essential. it is needed in guidance and counseling services. besides, the video favored by the counselee is also useful in instilling understanding as expected. the model passes internal judgement. internal judgement is carried out through expert and user. experts involved consisted of informatics experts, guidance and counseling experts, islamic education and religious experts. internal testing was conducted using a focus group discussion (fgd) approach. users involved in judgement are students of academic procrastination at the faculty of islamic studies, ibn khaldun university, bogor. the results can be seen in table 1 and table 2. the results of the experts' assessment of the e-g-pro approach is high. the highlighted aspect and getting notes are the content comprehensiveness and the display. the comprehensiveness of the proposed content includes the concepts of prayer, worship, life, and death because of allah, and it is essential to emphasize that the most critical worship is prayer on time, and worship mahdlah is a priority. the results of the assessment conducted by fifteen students who experienced academic procrastination at the faculty of islamic religion, ibn khaldun university bogor can be seen in table 2. all users appreciate e-g-pro as a useful approach for themselves as well as for others. the highlighted aspect was the response to the counselee's ability to give g-pro to his friend. four people answered unable to do g-pro. another aspect of the counselee's response was getting a similar service besides g-pro. the judgment of six experts and fifteen users of the e-g-pro approach above illustrates that e-g-pro is the answer to the obstacles faced by previous researchers. researchers who use the g-pro approach experience the same constraints, namely limitations on the media needed, including sdbhsm cards, videos and images to deliver counselees to the expected awareness. through the e-g-pro application, all of these media are available and easier to use, because the media needed is in the counseling process that will be passed by the counselee. in addition, the eg-pro approach is a solution for researchers, counselors, guidance and counseling coordinators, teachers, academic supervisors and others who have limitations in using the g-pro approach, where this approach requires having the ability to ask confrontational questions as a bridge to deliver the counselee to reassess his awareness and improve awareness towards the expected awareness. http://sdbhsm.imaskaniarahman.com/ http://sdbhsm.imaskaniarahman.com/nm_webmin/ rahman, i. 51 islamic guidance and counseling journal vol. 3, no. 1, pp. 46-53, january 2020 like the g-pro, the e-g-pro approach receives a positive evaluation as an approach that is beneficial to the counselee. the primary purpose e-g-pro given to the counselee is finding awareness about the nature of oneself as a servant of god and the caliph of god. this illustrates that the essence of the g-pro approach has been fulfilled in the e-g-pro approach. this result supported by previous studies on the effectiveness of g-pro, such as adaptability of new students (rahman & furqon, 2011) self-awareness of students in maintaining cleanliness of dormitories (fitriawati, 2019) and drugs addiction (tajiri, 2018), gadget addiction (kusumaningtyas et al., 2019), and improve religious tolerance (faujiah et al., 2018). it can be assumed that the eg-pro approach is effective in the same aspects in similar cases. there is a limitation in this study. this study is only conduct an internal judgment. therefore, future research should consider to conduct external judgment. the external judgement could be done by a quasi-experiment reseach to investigate how the e-g-pro would be affecting students’ academic procrastination in islamic higher education. lastly, future researchers expected to investigate the blended g-pro and e-g-pro approach. conclusions by using the r & d method, the author succeeded in developing the g-pro to e-g-pro approach. the e-g-pro declared eligible after an internal assessment by experts and users. counselors, guidance and counseling coordinators, academic supervisors, and other practitioners need to understand and utilize e-g-pro to optimize guidance and counseling services. for future researchers, it is expected to conduct external judgment and examine the blended g-pro and e-g-pro approach. acknowledgments the author expresses their sincere thanks to the university of ibn khaldun bogor for supporting the author in carrying out this research from the beginning, to the ministry of religion affairs of the republic of indonesia for fully funding this research through the 2018 competitive research funding (number 4657 year 2018), and being named at the mora 2019 best research nominee (number 6777 year 2019). author contribution statements author conduct the research and manage to write the manuscript. references arifah, a. 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(2017). academic procrastination: the case of mexican researchers in psychology. american journal of education and learning, 2(2), 103–120. retrieved from google scholar yilmaz, r. (2017). exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. computers in human behavior, 70, 251–260. https://doi.org/10.1016/j.chb.2016.12.085 yucel, a. s. (2006). e-learning approach in teacher training. turkish online journal of distance education, 7(4), 123–131. retrieved from google scholar copyright holder : © rahman, i. (2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa http://www.onlinesciencepublishing.com/assets/journal/jou0024/art00175/1496920212_ajel-2017-2(2)-103-120.pdf https://doi.org/10.1016/j.chb.2016.12.085 https://dergipark.org.tr/tojde/issue/16926/176684 islamic guidance and counseling journal how to cite: wahyuningsih, l., solehuddin, m., & dahlan, t. h. (2019). collaborative reasoning technique in developing moral comprehension. islamic guidance and counseling journal, 2(1). 18-25. https://doi.org/10.25217/igcj.v2i1.301 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj collaborative reasoning technique in developing moral comprehension lenny wahyuningsih1, m. solehuddin, tina hayati dahlan universitas pendidikan indonesia, indonesia lennybulense@gmail.com1 article information: received august 4, 2018 revised august 30, 2018 accepted december 25, 2018 keywords: collaborative reasoning; moral comprehension; students abstract this study aims to find out about the collaborative reasoning technique to develop students' moral comprehension in tenth grade of state high school 1 gegesik. the research approach used was the quasi-experimental method and non-equivalent control group research design. research instruments using the defining issue test (rest's dit-1). the results of the research are: (1) the moral comprehension of students is generally in stage 4; (2) the results of the dissemination of dit-1 instruments; and (3) guidance and counseling programs with collaborative reasoning proven effective in developing students' moral comprehension with changes in the stages of moral comprehension of students. success criteria due to more than 50% of students are in steps 4, 5 and 6. introduction individual moral development is critical, especially in adolescence. the moral aspect is an essential requirement for adolescents, especially as a unique guide to find their identity, develop a harmonious personal relationship and avoid role conflicts that always occur in the transition period (desmita, 2009). adolescence is an essential period in moral development, especially when adolescents (students) move from relatively similar primary schools to more various secondary schools and campus environments (santrock, 2014). at this age, students are faced with contradictions between moral concepts that have been received and what has been experienced outside the family environment. as disclosed kauffman moral comprehension is understood as a person's ability to judge an action from goodness, ugliness, truth, and error and decide what should be done based on the assessment (mujahidah, 2009). moral problems cannot be separated from human life. the rapid improvement of science and technology has a positive and negative impact on both sides for adolescents. the adverse effects of the development of mass media and technology today are not only happening among adolescents but also children in primary school age. case after case happened to the young generation. the results of a survey by one of the national institutions for child protection and the national narcotics agency showed that 63% of middle school and high school students in indonesia had premarital sex and 22% of narcotics users in indonesia were from students and college students (mulyani et al., 2017). the above phenomenon is reinforced by the results of a survey of the indonesian child protection commission in 33 provinces of indonesia during january to september 2010 revealed that 62.7% of teenagers claimed to had a sexual relationship (mariani & bachtiar, 2011). other results from the indonesian women's protection commission survey (ma’mun, 2012), showed that 93.7% of junior and senior high school students had kissed, 21.2% of junior high school students had admitted doing abortion, and 97% of junior and senior high school students had https://doi.org/10.25217/igcj.v2i1.301 https://journal.iaimnumetrolampung.ac.id/index.php/igcj mailto:lennybulense@gmail.com lenny wahyuningsih, m. solehuddin, tina hayati dahlan 19 islamic guidance and counseling journal vol. 2, no. 1, pp. 18-25, january 2019 seen pornographic films. the ministry of health of indonesia showed that 673 cases of aids, and 10,376 cases of hiv positive were most prevalent in the productive age group 25-49 years (69.6%), followed by the age group 20-24 years (17.6%), and the age group ≥ 50 years (6.7%) (indonesia & pencegahan, 2017). the phenomenon of misguided behavior towards moral values among students is not a new problem, and various things can cause it. however, kohlberg argues that although many factors can lead to delinquency, high levels of moral comprehension function at least as a barrier to delinquency behaviour (duska & whelan, 1975). the people who have higher moral comprehension, will be less involved in anti-social actions, cheating, and less behave following pressure from others (rest, 1973). through active interaction students are more motivated, confident, able to use highlevel thinking strategies, and build interpersonal relationships. the approach of collaborative reasoning allows students to engage in social interaction between individuals in groups to build understanding or knowledge of each group member and encourage dialogical thinking, reasoned arguments, and different perspectives on controversial issues (bonk & dennen, 2007). the focus of interaction is exploring the complexity of the problem from many perspectives (young, 2014). the collaborative reasoning (cr) paradigm, like the peer instruction approach, is intended to enhance cooperative learning from peers, and thus engage and stimulate students to improve. cr has proved effectively provides a forum for extended meaningful communication and promotes language development and thinking skills of all students (zhang & stahl, 2011). teaching the principles of reasoning in computing, there are several places of interest for couples or groups of students to collaborate, and to give and receive feedback (drchova, hallstrom, hollingsworth, krone, & sitaraman, 2013). several previous study were found that collaborative reasoning is an effective method to promoting the development of individual argumentation (reznitskaya et al., 2009), this research emphasized the importance of freely communication without being nominated by teacher. the interaction among students established naturally, authority is shared and no role given by the teacher. another study state that cr is an appropriate method to improve student reading and thinking skills (clark et al., 2003). those research findings were become motivation to conduct this study. cr found effective no matter what gender, educational or cultural background, race and other domains of diversity (zhang & stahl, 2011). those studies provided empirical evidence that collaborative reasoning would promote the critical thinking of the student, but none of them had mentioned cr on establish a moral comprehension. this paper aimed to fill that gap and prove that collaborative learning will promote the moral comprehension of students. the primary purpose of the cr paradigm in this study was to teach analytical reasoning skills that help learners not only how to developing morality but for reasons and understand why their moral comprehension is correct. methods the population in this study were students of tenth grade of state high school 1 gegesik (312 students). the sample in this study were 40 students, 20 students in the experimental group and 20 students in the control group. the research method used is a quasi-experimental research method in a quasiexperimental research method that has a control group but does not adequately function to control external variables that affect the implementation of the experiment. the research design used is non-equivalent control group design. this design is almost the same as the pre-test and post-test control group design, only in this design, the experimental group and the control group were not randomly selected, then given the pre-test collaborative reasoning technique in developing moral comprehension 20 islamic guidance and counseling journal vol. 2, no. 1, pp. 18-25, january 2019 and post-test to determine the difference between the experimental group and the control group. figure 1. quasi-experimental design (sugiyono, 2000). information: o1 = pre-test in the experimental class. o3 = pre-test in the control class. x = treatment with role playing technique for the experimental class. o2 = post-test in the experimental class. o4 = post-test in the control class. moral comprehension instruments are made by referring to operational definitions of variables — moral comprehension instruments designed in the form of stories that contain stories of ethical dilemmas. also, researchers will also conduct observations and interviews to support the presentation of the results of this study. alpha cronbach's internal consistency in dit is above 0.70. in this study, researchers used rest's defining issues test (dit) to measure moral comprehension for juvenile delinquency (rest, 1973). dit is an objective multiple choice test, compiled based on the moral development theory of kohlberg. there are currently two versions, namely dit-1 and dit-2. in this study, short dit-1 (short form) was used. dit-1 consists of 3 stories or social dilemmas concerning morals, each accompanied by 12 statements. each of these statements reflects a particular stage of moral development or certain types of moral comprehension. for each subject, the comment must choose one of the five considerations that are available, namely: very important, vital, somewhat important, less important, and not significant. next phase is determining the order (ranking), which statement according to the subject is the first most important statement, the second most important, the third most important and the fourth most important. moral comprehension in this study was shown through the p value of the dit. p value indicates the principle of morality, namely the ability of a person to be able to decide social problems related to morality that he faces by considering the moral tenets possessed. the research data analysis procedure is divided into five phases: (1) data verification; (2) data scoring; (3) grouping and interpretation of instrument data; (4) preparation of group guidance programs with collaborative reasoning technique to develop students 'moral comprehension: and (5) data analysis to determine the effectiveness of using collaborative reasoning technique to develop students' moral comprehension. results and discussion research data were obtained from the calculation of scores dit-1 test. this study aims to examine the level or moral stage of students using story of material moral dilemmas. based on the data processing obtained from 312 students can be described the condition of moral comprehension ability which refers to the explanation of the stages of moral reasoning as can be seen in the table 1. these results indicate that students of tenth grade have moral comprehension in stage 4 come to 66 students (21.15%), 58 students (18.59%) who are in stage 3, 54 students (17.31%) in stage 2, 49 students (15.71%) were in stage 5b, 43 students (13.78%) were in stage 5a, and 42 students (13.46 %) in stage 6. o1 x o2 o3 o4 lenny wahyuningsih, m. solehuddin, tina hayati dahlan 21 islamic guidance and counseling journal vol. 2, no. 1, pp. 18-25, january 2019 the table 1 shows that the level of moral comprehension of students in tenth grade of state high school 1 gegesik which is the subject of the research are as follows; a) the preconventional level is shown in stages 1 and 2. phase 1 is not used in this study, because according to kohlberg stage 1 is owned by early childhood. step 2 is called the relativistinstrumental orientation. b) the conventional level is shown in stages 3 and 4. phase 3 is called the harmony orientation stage or the orientation of good boy-nice girl, while step 4 is called the public order orientation. c) the post-conventional or autonomous level is shown in stages 5a, 5b as the orientation stage and stage 6 as the stage of universal ethical principles. the implementation of collaborative reasoning techniques in form of guidance services in this study aims to develop the moral comprehension of tenth grade students of state state high school 1 gegesik academic year of 2017-2018. the results of data analysis indicate an improvement in the moral comprehension of students using collaborative reasoning techniques. increasing the moral reasoning of students can be seen from the results of observations and the provision of guidance with collaborative reasoning techniques in solving of moral dilemma stories. the improvement of students' moral reasoning based on the results of observations signed by the improvement of the response and activity of students at each service session. the first session and the second session, the students still passive and shy, and a few students who willing to speak up. the third and fourth session, some students have begun to dare to express their opinions and start participating if given the opportunity to speak as their group representatives. the fifth session and the sixth session, students began actively in arguing in their small groups and did not hesitate in their opinions. the collaborative reasoning technique will be stated effective if there are significant differences between the pretest and posttest, and changed in moral comprehension scores. data on the moral comprehension of students was obtained through the dit-1 instrument given at the end of treatment in both classes of students (the experimental class and control class). after the students' moral reasoning data was collected, then analiyzed and grouped. stages total (f) percentage (%) stage 2 54 17,31 stage 3 58 18,59 stage 4 66 21.15 stage 5a 43 13.78 stage 5b 49 15.71 stage 6 42 13,46 total 312 100 table 1. students moral comprehension in addition to some of the above statistical tests, it is also necessary to test to see the moral comprehension of the experimental group students after being given intervention. it aims to find out whether there is a significant difference between the pre-test and posttest data. results are presented in table 2. z p -0.650 0.516 table 2. wilcoxon signed ranks test the table 2 shows that there are significant differences between the two groups. so it can be concluded, guidance with collaborative reasoning techniques is effective in developing students' moral comprehension. in more detail the improvement of students' moral collaborative reasoning technique in developing moral comprehension 22 islamic guidance and counseling journal vol. 2, no. 1, pp. 18-25, january 2019 comprehension is also presented based on the stages of moral knowledge which can be seen in the following table: stage the number of students (pre-test) percentage (%) the number of students (posttest) percentage (%) 2 3 15% 1 5% 3 5 25% 4 20% 4 6 30% 5 25% 5a 3 15% 5 25% 5b 2 10% 3 15% 6 1 5% 2 10% table 3. the difference in average score based on moral comprehension stages the table 3 shows changes in students' moral comprehension before and after being given a collaborative reasoning technique. the initial condition of students' moral reasoning in stage 4 as six students or by 30%, decreasing to 5 students or by 25%. the moral reasoning of students at the time before the intervention was a little in stages 5a, 5b, and 6. however, after the intervention was increased in step 5a, initially three students or by 15% increased to 5 students or by 25 %. whereas in stage 5b only two students or 10% increased to 3 students or 15%. in the 6th stage only one student or 5% to 2 students or 10%. from these results, the success criteria have been achieved because more than 50% of students are in stages 4, 5, and 6. the impact of collaborative technique on increasing moral comprehension had proved by this research. this finding accordance to research finding on enhancing arthur andersen business ethics vignettes (peek, peek, & horras, 1994), this research had not attempt to measure whether the individuals' moral levels changed, but whether the group discussions stimulated any changes in the students attitudes toward the particular ethical dilemma they viewed. another research state that interacting groups reason at a significantly improve the moral reasoning (nichols & day, 1982). the importance of take a meaningful relationship to enable the growth had been stated (moore & neto, 2018). the meaningful relationship will open any possibilities of growth and values that had transferred to the member of group. furthermore, in certain circumstances an indirect communication based on meaningful relationship can be an important factor on individual growth. if a meaningful relationship has established then any purpose of the service is possible to achieve. eventhough this study provided an empirical evidence of cr effectiveness on improving moral comprehension, this study has limitation. therefore, further investigation is still needed to find whether any other factors that able to intervene or mediate the improvement of moral comprehension. furthermore, guidance and counseling teacher or school counselor should provide collaborative learning on their guidance and counseling program list. this program should have supported by the school stakeholder (the headmaster, teacher and staff) due to provide a good service for the students (subandi, 2015). provision of material on moral dilemma stories to improve students' moral comprehension should often apply, therefore, students are accustomed to making the right decisions in every problem they face. the next study can develop other intervention technique to improve moral comprehension. the observations and other practices of moral awareness should more often applied at schools, therefore, students can better understand what is right and well behave in daily life in school, home environment, and in the publicly. lenny wahyuningsih, m. solehuddin, tina hayati dahlan 23 islamic guidance and counseling journal vol. 2, no. 1, pp. 18-25, january 2019 conclusions based on the results of the study, the categorization of moral comprehension shows that the majority of students in tenth grade state high school 1 gegesik in this study are at the level of post-conventional morality with a percentage of 42.95%. the philosophy of moral comprehension in tenth grade of state high school 1 gegesik, in general, is in stage 4. formulation of guidance and counseling programs with collaborative reasoning technique focused on developing students' moral comprehension at each stage and level of moral comprehension. based on the results of the effectiveness test of collaborative reasoning technique to develop moral comprehension for tenth grade students of state high school 1 gegesik proved effective. from the results of the research, discussion, and conclusions that have been described previously, the researchers propose suggestions as follows; provision of material on moral dilemma stories, develop other intervention technique, observations and other practices of moral awareness should more often applied at schools. acknowledgements the authors present their sincere appreciation goes to the head of guidance and counseling department universitas pendidikan indonesia and to the thesis examiners for their advice, supervision and crucial improvement of the content of this manuscript. the authors appreciation also goes to the principal of state high school 1 gegesik academic year of 2016/2017 for allowing the authors to conduct the research there. author contributions statements lw arranged the research proposal then discussed it with ms and thd. the research started with a detailed investigation of the theories and the problems. the data were collected by lw. after all, lw arranged the procedures of counseling intervention, giving treatment to the samples and wrote the report of the research. ms evaluated every data were collected by lw. thd evaluated and rechecked data of the investigation. lw wrote 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(2019) first publication right : © islamic guidance and counseling journal this article is under: islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: hasna, a., wibowo, m., & mulawarman, m. (2019). the relationship of self-efficacy and social support on work-family balance. islamic guidance and counseling journal, 3(1). https://doi.org/10.25217/igcj.v3i1.662 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the relationship of self-efficacy and social support on work-family balance afra hasna1, mungin eddy wibowo, mulawarman mulawarman universitas riau, indonesia1 universitas negeri semarang, indonesia afrahasna790@gmail.com1 article information: received december 16, 2019 revised december 17, 2019 accepted december 19, 2019 keywords: self-efficacy; social support; work-family balance abstract this study conducted based on the phenomenon of complex problems faced by the students who have dual roles, namely students who are married and also working. the study aims to find out the empirical data and to ensure the relationship between self-efficacy and social support with work-family balance. the study design used a correlation with the expost-facto model that had 214 samples were selected using purposive sampling techniques with the criteria of students who were married and also working. the data assessed by using the general self-efficacy (gse) scale, multidimensional scale of perceived social support (mspss), and work-family balance scale (wfbs). the data analyzed by using hierarchical regression analysis techniques. the results showed that: 1) there was a significant relationship between self-efficacy and work-family balance (∆r=0.351; ∆f=63.927; p=<0.01) with a contribution of 22.8%, 2) there was a significant relationship between social support and work-family balance (∆r=0.145; p<0.01) with a contribution of 16.6% based on the significant aspects of other support, family support, and friend support, the results obtained significant relationships in each aspect of family support and friends’ support with work-family balance, and 3) there was a significant simultaneous relationship between self-efficacy and social support with family balance (r=0.645; f=24.618; p<0.05) with the most frequent based on r2 for 41.6%. this study concluded that there is a partially and simultaneously significant relationship between self-efficacy, social support, and work-family balance. the implications of these findings are discussed in the discussion. introduction work and family play a major role in the lives of many adults who devote time and energy to demands in both fields (greenhaus & powell, 2003). work and family balance is a core problem for the welfare of married adults and organizational development is the key to a healthy and functioning society (halpern, 2005). work-family balance is seen as a minimum of conflict between work-family, where work interferes with family or family interferes with work. frone (2003) argues that work-family balance results from high levels of work-family enrichment and low work-family conflict. in married students, they handle various demands not only related to work and family responsibilities but also related to academics. the educational process carried out can cause anxiety because of the number and intensity of demands. when the work done cannot be completed and must be brought home, feelings of fatigue, stress, and fatigue become common things experienced by students who work and have family (lippe, jager, & kops, 2006). https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i1.662 mailto:afrahasna790@gmail.com hasna, a., wibowo, m., & mulawarman, m. 19 islamic guidance and counseling journal vol. 3, no. 1, pp. 18-25, january 2020 nurihsan (2007) generally mentions personal learning and social problems as problems that are often faced by students. for students who work and get married the problems they often face are related to work-school, work-school, school-family, and family-school. the main cause of family conflict that interferes with work is that it is located in the family domain which is a source of stress such as low levels of husband support, amount of time devoted to family activities (grzywacz & marks, 2000). in contrast, the main cause of conflict from work that disrupts the family lies in the work domain and which includes stressors such as the amount of time devoted to work, flexibility of working hours, and rolework conflict (bernas & major, 2000). greenhaus, collins, & shaw (2003) define workfamily balance as equality between responsibility for work and responsibility for family life. from the results of observations made by observing the lifestyle of students who work and get married, it is obtained that some of the postgraduate program students who carry out the role of students who are married and working. in observations made regarding the role undertaken, postgraduate students who undergo a dual role as working and married students experience more complex problems than unmarried students. in line with the study conducted by duru & poyrazli (2007) states that unmarried students generally face academic-related problems, whereas, students who are married instead of having academic-related problems, they also face family-related problems. the arried students will spend a fair amount of time socializing with their spouses and families, so that they experience fewer opportunities for social interaction in the outside environment. therefore, married students need stronger support from families in adjustment. wijaya (2012) states that self-efficacy and social support are correlated and have a positive picture of the adjustment of students in lectures. the high level of self-efficacy allows individuals to have the motivation to act and try. when partner support increases, family-mixed-with-work conflicts will decrease (grzywacz & marks, 2000). someone's belief (self-efficacy) is not related to the number of abilities possessed by individuals, but is related to beliefs about what can be done with abilities possessed in various conditions. bandura (2010) explains that a strong sense of self-efficacy can help individuals to be able to adapt emotionally. married students experience problems in completing academic assignments due to low self-efficacy so they cannot emotionally adapt, which then causes a balance between work-family and education disrupted. chan et al. (2016) states that self-efficacy is significantly and positively correlated with work-life balance. the ability of oneself to manage work and life is defined as an individual's belief in achieving a balance between responsibility for work and non-work (education and family), and for surviving and overcoming the challenges posed by these demands. this opinion is supported by empirical study by aycan & eskin (2005) and fiksenbaum (2014) consistently show that work demands, work-related stress, and tension are the main causes of work-related conflicts. in this case, with a good social relationship, the conflict experienced by individuals will be reduced. social support can help individuals feel that there are people who can be relied upon (bulgan & çiftçi, 2018). pratiwi (2014) explains the positive relationship between social support and family interaction shows a high level of marital satisfaction. an important role of social support for individuals is to reduce the risk of contention and stress. lee & duxbury (1998) emphasize the positive relationship between social support and work-family balance. this shows that participants who receive real and emotional support from their partners are better able to balance the dual responsibilities of work and family. voydanoff (2004) explains the importance of support from husband to wife can increase the positive value of workfamily and emotional support. this is supported by greenhaus et al. (2003) which states that a high work-family balance can be seen from behavior when able to provide for the needs of children and husbands even though they have to work, able to attend events held by schools the relationship of self-efficacy and social support on work-family balance 20 islamic guidance and counseling journal vol. 3, no. 1, pp. 18-25, january 2020 or families without ignoring one of them, can easily manage family and work life, and can play a role in family and work without burden. individuals with high work-family balance have a low stress level and a high quality of life when carrying out their roles. friedlander, reid, shupak, & cribbie (2007) explain that high social support can improve overall selfadjustment. in the study conducted by the previous athors explaining that self-efficacy and social support relationships have a positive relation with work-family balance, students who experience a higher level of social support enable them to more easily maintain work-family balance. in general, the results of the previous study indicated that self-efficacy, friends’ support, and family support contributed significantly to work-family balance in employees and specifically in women. therefore, the athors is interested in examining more deeply and use a difference analysis technique to explore of the relationship of self-efficacy, social support, and work-family balance in students who are married and also works in both of men and women. methods the subjects in this study were postgraduate students at universitas negeri semarang consisting of 214 selected using purposive sampling techniques with the criteria of students who were married and also working. the experimental design used in this study was an expost facto model with a type of causal study (correlation study). this study used three instruments adapted from the scale of previous athorss, namely the general self-efficacy (gse) scale consisting of 10 items, it developed by yusoff (2012) and conducted an instrument trial to measure the validity of the scale using the productmoment test that the results obtained all items were declared valid with a significance value more than 0.01 and the results of the reliability test were seen based on the value of the cronbach's alpha coefficient of 0.848. each item will be rated on a five-point likert type scale (1=strongly disagree) to (5= strongly agree). this is an example of a statement from the self-efficacy scale item “i believe i can handle precisely unexpected events”. besides, the scale used to measure social support is multidimensional scale of perceived social support by zimet, dahlem, zimet, & farley (1988), consisting of 12 questions with 7 alternative answers, for example, "there is a special person with whom i can share likes and sorrow". the result of the validity test for all items asserted valid with a significance value more than 0.01 and reliability is 0.75. the instrument to measure work-family balance, this study used work-family balance scale (wfbs) developed by zhang et al. (2012) which consists of 13 items divided into two factors, work-family conflict with 7 items and work-family enrichment with 6 items, for instance, "work and family make my life complete”. scale trials were conducted to measure validity and reliability, this scale was asserted valid by using exploratory factor analysis and the instrument reliability test was seen based on the value of the cronbach's alpha is 0.695. the data analysis technique in this study was hierarchical regression which has purpose to determine the effect of predictor variables on the relationship of self-efficacy and social support as an independent variable with work-family balance variables that cannot be determined using a simple linear regression analysis model. a model is categorized as a good model if it fulfills several assumptions which are then called as the classical assumptions. the classic assumption testing process was carried out along with the regression test process. results and discussion the data of the study was obtained through the distribution of research questionnaires to students who have the criteria of arried and worked with the nuber of saple of 214 people. the summary of the results of the descriptive statistics carried out can be seen in the table 1. hasna, a., wibowo, m., & mulawarman, m. 21 islamic guidance and counseling journal vol. 3, no. 1, pp. 18-25, january 2020 based on the table 1, it can be seen that the characteristics of respondents based on gender and age are 59.35% for female and 40.65% for male who are mostly at the age of 2331 years. gn age f % ∑% male 23-31 40 18.69 40.65 32-40 30 14.02 41-49 11 5.14 50-58 6 2.8 female 23-31 55 25.7 59.35 32-40 52 24.3 41-49 20 9.35 50-58 0 0 total 214 100 100 gn=gender; f=frequency; %=percentage; ∑=total table 1. the distribution of respondent based on gender and age predictor model 1 model 2 model 3 β t p β t p β t p gender 0.071 1.043 0.298 -0.024 -0.401 0.689 0.020 0.368 0.713 age 0.129 1.894 0.060 0.128 2.136 0.034 0.154 2.884 0.004 self-efficacy 0.487 7.995 0.000 0.336 5.792 0.000 sig. other support 0.115 1.680 0.094 family support 0.269 3.609 0.000 friend support 0.135 2.156 0.032 ∆r 0.351 0.145 ∆r2 0.228 0.166 ∆f 63.927 19.632 p 0.000 0.000 r 0.149 0.500 0.645 r2 0.022 0.250 0.416 f 2.394 23.381 24.618 p 0.094 0.000 0.000 table 2. results of the hierarchy regression analysis based on the results of the hierarchical regression test, it can be seen that there is a significant relationship between self-efficacy and work-family balance (∆r=0.351; p<0.01). work-family balance is affected by aspects of self-efficacy (β=0.336; t=5.792; p<0.01). based on the finding of this study, it was also found that there is a relationship between social support on work-family balance (∆r=0.145; p<0.01). work-family balance is influenced by aspects of family support and friend support (β=0.269; t=3.609; β=0.135; t=2.156; p<0.05). detailed results can be seen in the table 2. based on the results of the analysis, it can be seen that there is an influence of the control variable on the relationship of self-efficacy and social support with work-family balance (r=0.645; f=24,618; p=<0.00), with the coefficient of determination used to see the large variations in work ability -family balance which is explained by self-efficacy variation 22.8% and social support variation 16.6%. the rest is explained by variations of other variables not examined. the relationship of self-efficacy and social support on work-family balance 22 islamic guidance and counseling journal vol. 3, no. 1, pp. 18-25, january 2020 this research conducted by distributing scales to students who were working and married to collect the data. after collecting the data, the researcher analyzed the data to reveal the results data analysis technique that will be used is hierarchical regression used to determine the effect of predictor variables on the relationship of self-efficacy and social support as an independent variable with work-family balance variables that cannot be known if using a simple linear regression analysis model. a good model is if the model fulfills several assumptions which are called classical assumptions. the classic assumption testing is used as a requirement in the regression test. this study defined that has partially and simultaneously relationship of self-efficacy and social support with work-family balance. in line with chan et al. (2016) in his research explained self-efficacy and work-life balance tend to fully mediate the relationship with enrichment-satisfaction. supported by judge, locke, durham, & kluger (1998) which argued that individuals with higher levels of self-efficacy will be more satisfied with their work and life. to manage work and life balance, individuals need strong self-confidence. regarding social support, this research was supported by marcinkus, whelan‐berry, & gordon (2007) who explained that work-based social support and personal social support can strengthen each other to facilitate work-family balance. this study involves several aspects contained in the variables, the results obtained that there is a significant relationship between social support in the aspects of family support and friend support with work-family balance, while the significant other aspects of support are not related to work-family balance. this finding is in line with the research of sęk (1991) stated that social support acquired especially from peers as an influential resource in maintaining work and family balance. supported by abendroth & den dulk (2011) research, related to the relationship between various support for work-family balance shows that there is a relevant relationship between family support and work-family balance. however, this finding is different from the research of novenia & ratnaningsih (2017) which mentioned husband's social support is positively related to work-family balance, it explains that the higher the level of social support obtained from her husband, the higher the work-family balance. whereas in this study, the husband's support or in a significant other support aspect indicating there was no relationship with work-family balance. bandura (2010) explains that self-efficacy is considered a type of personal resource that contributes to freedom of action that enables individuals to play a role in their own lives. this explanation is supported by the opinion of cassidy (1998) that to fulfill all obligations in work, family, collaboration with partners will help individuals in maintaining a balance between work and family. the implication of this finding is by managing and maintaining work and family balance among students who are married and working will help them to prevent and minimize the occurrence of a balanced conflict between work and family by increasing self-efficacy and social support. moreover, the results of this study still find limitations in it, in this study, categorizing of research subjects is only limited to revealing the relationship of self-efficacy and social support with the work-family balance in general on students distinguishing signs of gender, so there is no comparison of results between men and women. on other words, further researchers must examine in more depth the relationship between self-efficacy and social support with the work-family balance in men and women so that it can be compared. conclusions this study has purpose to analyze the level of the relationship of self efficacy and social support on work-family balance. based on the results of study that has been done, it can be concluded that partially and simultaneously, there is a significant relationship between selfhasna, a., wibowo, m., & mulawarman, m. 23 islamic guidance and counseling journal vol. 3, no. 1, pp. 18-25, january 2020 efficacy and social support on work family balance. age affects the relationship of selfefficacy and social support on work-family balance. acknowledgments the author expresses their sincere thanks to dr. awalya, m.pd., kons and dr. edy purwanto, m.si for the supervision of study and adaptation of study instruments. prof. dr. agus nuryatin, m.hum as director of universitas negeri semarang who has permitted the authors to carry out the study. author contribution statements af designs study implementation, data collection, and interventions at the study location. mew and mw provide direction as well as assisting in the preparation of study designs and supervision during the study carried out on site. references abendroth, a.-k., & den dulk, l. 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(1988). the multidimensional scale of perceived social support. journal of personality assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2 copyright holder : © hasna, a., wibowo, m., & mulawarman, m. (2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1207/s15327752jpa5201_2 the development of career learning program with modeling techniques to improve student career awareness how to cite : keumala, e., nurihsan j., & budiamin a. (2018). the development of career learning program with modeling techniques to improve student career awareness. islamic guidance and counseling journal, 1(2), 53-61. https://doi.org/10.25217/igcj.v1i2.270 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj the development of career learning program with modeling techniques to improve student career awareness elsa keumala1, juntika nurihsan, amin budiamin universitas pendidikan indonesia bandung, indonesia elsakeumala@student.upi.edu1 article information: received june 12, 2018 revised june 26, 2018 accepted june 30, 2018 keywords: career guidance program, modeling, career awareness. abstract the research is based on the lack of career awareness students in the elementary school so that the main problem that became the focus on this research is the development of career guidance program with modeling technique to improve the career awareness of student. the purpose of this study is to generate career guidance program with modeling technique to improve student career awareness. research and development approach conducted through several steps, namely: needs assessment, program planning, implementation of program, evaluation, and follow-up. the data analysis technique was used paired sample t-test to determine the impact of the program. the participant is the student at the fifth grade al-fityan elementary school aceh in the year 2017/2018 which selected using purposive sampling. the self-developed career awareness instrument by researchers designed in the likert scale with coefficient reliability 0,800. the finding of a research states that main indicator of the successful program evaluation is the increasing of the level of an awareness. this research concludes that the program of the career guidance using the modeling technique is effective to improve the awareness of student career. introduction the commencement of late childhood is marked by the inclusion of children in primary school education who have a new responsibility signal. the child is responsible for oneself and what is owned, so that many important potentials in the child as a basis for further development. the child needs to be aware of how to change and use the school experience to get information and better prepared to plan the future. we know how children learn and prepare for the future, given the ever-changing needs of the twenty-first century that require individuals to be flexible thinkers, effective problem solvers, and lifelong learners, it is very important in childhood to gain a better understanding of career development process to better prepared for their future (johnson, 2000). primary school-aged children have an interest in "what i would do as an adult". generally, children are concerned and interested in their work in the future and are eager to express their preferences and desires. so while there is little urgency for most children to make direct employment choices, it is important for them to develop a meaningful understanding of the relevance of career-based learning at school for their future. mailto:elsakeumala@student.upi.edu the development of career learning program with modeling techniques to improve student career awareness 54 islamic guidance and counseling journalvol. 1, no. 2, pp. 53-61, july 2018 the cultivation of career awareness in the child from an early age should be emphasized, so the career is not just a job, but more than that the child in choosing and determining a career is the satisfaction for continuity throughout life. children begin to think about how ability and interest will affect career decisions in the end. career aims encourage children to develop an understanding of themselves, explore themselves with a variety of occupations, and help children avoid limiting educational and work options too early (amundson, harrisbowlsbey, & niles, 2005). career development in primary schools is largely ignored in the form of literature, practice, and professional training programs (emmett, 1997). while more and more school counselor preparation programs include career counseling/development courses, few make adjustments for the needs of elementary school counselors in the future. this makes many primary school counselors lack the proper training and support to facilitate the development of primary school students' careers. career counseling in primary schools, only one article has been revealed in the investigation of career development in primary schools, hindering the development of a systematic career program for advanced students (stroeher, 1994). furthermore, comprehensive career development research still lacks focus. some of the research that focuses on career aspirations, career interests, influence and career development of children, and career education programs (stead & schultheiss, 2003). most research reviews conclude that career development in childhood is a complex interaction between attributes, behavior and the environment. seen from the annual report of indonesia (unicef, 2012) accompanying data about 2.3 million children at 7-15 years are not going to school and about 42% of them are a dropout. kemendikbud also accompanies data in 2015/2016 there are more than 1 million primary school dropout children. regarding the dropout rate in indonesia with primary school age is increasingly reinforcing so that career awareness is needed to be instilled in school settings. a study in turkey through primary school students also shows results even though they were able to associate personal characteristics with careers but they are lack of knowledge about career implications and career management tasks (nazlı, 2014). based on a preliminary study conducted with teachers at al-fityan primary school, many students have not fully understood what they would like to do as adults later. according to the teacher at al-fityan school, students have not found the interest and talent that exist in the self-seen from the lack of understanding of students to themselves, especially on extracurricular activities conducted in schools. students participate in selected extracurricular activities on invitation from friends or parental selections, and only a few choose extracurricular based on student’s interest. students' knowledge of a profession is only seen externally or the appearance of a profession, students do not understand the task of a profession. the phenomenon that occurs in primary school students allegedly because the career guidance service in school has not touched many needs of students. the absence of career guidance service in school makes the needs of students on career is still not optimal so the school needs a career guidance services to students as one form of achievement of students' need that must be invested in the form of self-belief, knowledge about career information, and ideas become the main focus of career guidance in primary school. the career guidance service in the context of primary school education is an effort to help students know themselves and optimize their potential, thus putting the importance of counseling and guidance services in schools to improve students' recognition, understanding, and self-awareness. super identifies the career of a child in the primary school age period including the growth stage (muro & kottman, 1995). the most dominant stage of career growth in primary elsa keumala, juntika nurihsan & amin budiamin 55islamic guidance and counseling journalvol. 1, no. 2, pp. 53-61, july 2018 school-aged children is the development of fantasy, interest, and career ability. super career growth is designed for future planning, enhancing personal control over individual lives, developing awareness of the importance of school achievement and work, and gaining a competent work attitude. in accordance with the super scheme at the stage of growth, the child will go through various learning activities experiences when developing greater selfawareness. muro and kottman declared career in primary school focused on self-awareness and career awareness (self and career awareness) (muro & kottman, 1995). self-awareness takes the form of awareness that students have of themselves, called self-knowledge. while career awareness is more focused on career exploration and the introduction of existing position within the community. suherman also states that career awareness of primary school-aged children is a form of career maturity since children are still at the level of consciousness (suherman, 2013). as the phenomenon of career awareness at the age of primary school, it describes a process of career development that occurs and is experienced in the life and development of human generally. the task of a child's career is similar to the national career at the level of kindergarten through sixth grade of primary school published by the national occupational information coordinating committee (worzbyt, o’rourke, & dandeneau, 2003). child career goals are grouped into three career orientations, namely self-knowledge, education and career exploration, and career planning. self-knowledge consists of self-concept recognition, awareness of interacting skills, and awareness of growth and choice. career education and exploration include achievement awareness, work-relationship awareness and learning, understanding skills and use of career information awareness, and personal and work responsibilities awareness. career planning consists of understanding making decision awareness, relationships and the role of life awareness, job differences and appropriate choice of roles of man and woman awareness, as well as career planning process awareness. career development is a long process that includes choosing the right career path. in making the right decision and achieving the desired career goals, specific goals and specific stages must be taken into account. in other words, the development process does not always run in a straight line or in the direction of its potential, hope, and value. for that also provided guidance with career awareness program (career awareness) on guidance and counseling activities in primary schools (asca, 2008; askew, 2000). the career guidance service in the context of primary school education is an effort to help the student know themselves and optimize their potential, thus putting the importance of career counseling services in schools to enhance child's recognition, understanding, and self-awareness. (carroll, gillies, & mcmahon, 2001)the school helps the child to obtain career information, recognize the characteristics of self and the relationship between work and learning in everyday life. at the same time, the school curriculum should guard against gender bias regarding employment information. the child needs to be aware of how to change and to use the school experience to get information and better preparation to plan for the future. the child learns about the various professions in various ways, such as school, parents, peers, environment, and personal experience (watson & mcmahon, 2005). several inventions which are consistent with other show that career development learning is derived from all children's school experiences (carroll, gillies, & mcmahon, 2001). gibson states career theory by proposing the importance of role models in careers will help individuals guide their development (gibson, 2004). the selection of careers and children's education is influenced by adult role models as well as by parents' expectations (d. m. gibson, 2005). it reflects the important role that adults play in the development of childhood careers. in the african american study, found the self-efficacy of the boy is the development of career learning program with modeling techniques to improve student career awareness 56 islamic guidance and counseling journalvol. 1, no. 2, pp. 53-61, july 2018 predictable by modeling related to parenting careers, while the self-efficacy of girls is estimated by parents' emotional support (alliman-brissett, turner, & skovholt, 2004). the inclusion of parents, family members, and other important adults in career exploration and modeling can help in to promote positive career development in children. the major foothold in the cognitive sociological theory approach derives from bandura's social cognitive concepts (hall, lindzey, loehlin, manosevitz, & locke, 1985) which emphasize the complex ways in which behavior and environment interact with one another. magnuson and starr states that children naturally have curiosity and seek to understand the world, look to others or models for counseling in seeking the identity, self-assessing with others' response to initiate self-exploration, watching people work and drawing conclusion about the nature or desire of work, and forming ideas about self and aspirations (magnuson & starr, 2000). the development of a sense of curiosity and excavation to obtain information from observations and the role of models will lead the child to the development of children's interests and self-concepts resulted from the ability to plan careers. modeling is the process of teaching the child to behave voluntarily through observation and imitating of the desired behavior. children usually imitate the behavior of people they like. in modeling techniques, there are several stages that can be used in providing services to individual or groups in order for the service delivery process to run properly. bandura (feist & feist, 2006) mentions four processes involved in learning through observation namely, 1) attention process, child pays attention to what behaviors or actions are performed by the person to be imitated. models will often be noticed if they are the same as the observer, a respected person or having a high status, having more ability, are considered strong and attractive. 2) retention process, after observing the behavior to be imitated and storing any information retrieved in the memory, then removing the memory when it is necessary. the retentional process stores information symbolically in two ways ie imaginatively and verbally. the imaginatively stored symbol is a description of the things that the model undergoes, can be taken and can be implemented after observational learning occurs. while verbal symbolization occurs cognitively and flexible. the complexity of information is stored cognitively and can be retrieved, repeated, and reinforced some time after observational learning occurs. 3) behavior reproduction process, in order to imitate the model, an individual must change the symbolic representation of the observation to the form of action. the emerging behavior must have something in common with the original behavior. in other words, affirming a person's motor skills will affect a person's likelihood of imitating a behavior that is seen either in whole or in part. the symbols obtained from the modeling will act as a template (mold) as a comparison of actions. during the training process, individuals observe their own behavior and compare it with the cognitive representation of the model experience. 4) motivation process, determine how capable the individual will do imitation but its reinforcement in terms of motivation that can spur the desire of individuals to meet the stages of learning. the use of modeling techniques will be appropriate if it is used to increase career awareness as observing others performing an action that will have more responses which are not faulty imitating the behavior of others, but individual decides consciously to perform learned behaviors. because through modeling techniques are expected students can increase career awareness by imitating the behavior that exists in the model. models can be presented to the child through the use of video. in the implementation of the use of video media will help students in responding to what they see and hear, so messages from the content of the material contained in the video will be constructed by the brain of students and generate feedback in the form of questions about learning materials that will create interaction between students and teachers. information will be easy to be understood because of the five senses, elsa keumala, juntika nurihsan & amin budiamin 57islamic guidance and counseling journalvol. 1, no. 2, pp. 53-61, july 2018 especially the ears and eyes that are used to absorb the information. method research and development approach conducted through several stages adapted: needs assessment, program planning, implementation of program, evaluation, and follow up. the following table of the implementation stage of the program. no activity supporting system 1 needs assessment career awareness instrument 2 program planning career awareness overview 3 implementation of program sklbk (unit of guidance and counseling service) 4 evaluation career awareness instrument 5 follow up the result of program evaluation (effective career guidance and counseling program with modeling technique to improve career awareness) tabel 1. implementation stage of career guidance program with modeling technique to improve student career awareness this research used one group pre-test post-test design. this design is a pre-experiment design with the intention to see the response of the respondents before and after given guidance services. research population was all students of fifth grade al-fityan elementary school aceh (53 students). the sampling technique used in this research was purposive sampling method. this selection was done on the basis of consideration of the career awareness level of the research population that was at a lower trend. purposive sampling technique is selected after consideration of career awareness level of research population which is in medium and lowlevel tendency expressed through career awareness instrument. from the results of the dissemination of the instrument, one class is selected after hearing the advice of guidance and counseling teacher. the sample of research is fifth grade a student (26 students) with an average score of achievement lower than class b that is 69.92%. the career awareness scale of primary school students is self-developed by researchers, it requires validity and reliability tests to see the level of accuracy and appropriateness of each item statement in the instrument. test item validity using pearson product moment. the test of the validity of the statement item is done with the assistance of spss 16.0 for windows. invalid items are eliminated, so the number of items before the test is 38 reduced to 25 items that will be used to uncover students' career awareness. the reliability test of student awareness instrument in this study using cronbach's alpha. the reliability value of the student awareness instrument of 0,800 is in the category of highreliability degree. this proves that the research instrument can be used to reveal the level of student career awareness. for data analysis, to determine the impact of the program, the statistical parametric analysis was used. this is based on the normality assumption of both normal-distributed pretest and posttest data. statistical parametric analysis technique used to test in the research was t sample paired test. result and discussion the career guidance program with the modeling technique was developed based on the result of the library study and the students' career awareness pre-test results. the method used in this study is to examine the real needs of students in the field through career awareness instruments. based on the pre-test results, general profile awareness of career students has the development of career learning program with modeling techniques to improve student career awareness 58 islamic guidance and counseling journalvol. 1, no. 2, pp. 53-61, july 2018 been determined which then used as a foundation in formulating the needs of students. the formulation of the program developed in the study is a program that is only implemented in one short period, about 1 month, and implemented by a counselor, in this case, is the researcher. the career guidance program with modeling techniques to improve career awareness of the fifth grade students of al-fityan elementary school aceh was prepared by taking into the theoretical concepts. the development of career guidance program in research refers to guidance and counseling development guideline proposed by abkin (indonesian guidance and counseling association). development programs respectively include: 1) rational, 2) description of needs, 3) objectives, 4) program components, 5) program objectives, 6) operational plans, 7) theme / topic development, 8) service units, and 9) evaluation. in this study, the topics used to improve student career awareness are indicators of career awareness. the topics presented focuses on developing indicators: 1) skills to understanding others, 2) realizing the needs of growth and self-improvement, 3) understand the skills of using career information, 4) aware of the relationship of study and work, and 5) realize the process of making career planning. using indicators as a service topic has been expected could improve career awareness as a whole and able to achieve optimal improvement. the evaluation process of the implemented program consists of two kinds, namely evaluation of the process and results. evaluation of the process is carried out to determine the suitability of the implementation of career guidance services activities with programs that have been formulated (saripah, 2006). evaluation of outcomes is seen from how student involvement in the service, counselor-student interaction, service delivery, and time. the evaluation of the results conducted to determine the level of achievement of the implementation of career guidance services with modeling techniques. the main indicator of success in terms of outcomes is the improvement in students as indicated by the increased level of career awareness of students on post-test results. the pretest and posttest results indicate that there was a significant difference in student career awareness. the existence of significant differences through career guidance services with modeling techniques is known after the comparative processing of pretest and posttest results. measurement experiment (n=26) pretest m 67 sd 3,383 posttest m 74 sd 2,263 t 6,602 p 0,000 (< 0,05) table 2. mean, standard deviation and sample paired test in pre-test and post-test based on table 2, the student's career awareness mean on the pre-test is 67 and 3.383 for standard deviation, while in the post-test that the mean 74 and standard deviation is 2.263. this indicates that the data variance is smaller because the standard deviation is less than the mean. there was also a significant difference between the mean score of pre-test and post-test. pre-test score and post-test at significance level α <0.05, it can be concluded that the probability number asymp. sig. (2-tailed) student awareness before and after 0.000, or probability under alpha 0.005 (0.000 <0.005). in addition, the paired t-test results also show that t arithmetic 6.602> t table 1.708 which means there is a significant difference between elsa keumala, juntika nurihsan & amin budiamin 59islamic guidance and counseling journalvol. 1, no. 2, pp. 53-61, july 2018 the condition of students before and after obtaining career guidance services with modeling techniques. it can be concluded that career guidance with effective modeling techniques to improve student career awareness. increasing student awareness reflected that the students increasingly understood the importance of skills related to others, realizing the importance of growth and change in self, understanding the importance of using career information, being aware of the relationship of learning and working, and being aware of the process of making career planning. increasing the student career awareness cannot be separated from the assistance of career guidance program with modeling techniques that have been prepared according to the needs of students. students need to be aware of how to change and use the school experience to get information and better prepared to plan the future (watson & mcmahon, 2005). students learn about the various professions in various ways, such as schools, parents, peers, the environment, and personal experience. the study suggests the results in african american studies, they find self-efficacy of boys is predictable by modeling related to parenting careers, while the self-efficacy of girls is estimated by parents' emotional support (alliman-brissett et al., 2004). through modeling, students can understand the skills associated with others; realizing the importance of using career information skills; be aware of learning and work relationship; as well as being aware of the process of making career planning. perry & furukawa said modeling as a learning process through observation in which the behavior of an individual or group, as a model, acts as a stimulus for thoughts, attitudes, or behaviors as part of another individual observing the model shown (abimanyu & manrihu, 1996). adi putra's research also states that the use of modeling techniques in improving child care planning is effective (adiputra, 2015). the purpose of the study is to direct the child to be able to plan a career by understanding the interests and potential of child development. through modeling using individual media will learn experiences experienced by themselves and the experience of others. the individual learning process is not only obtained through personal experience but observation of the behavior of others. students who are able to plan for the future because they have realized self-knowledge and the importance of achieving school and work will make other students more confident to start realizing selfknowledge and achieving school and work comparable to what other students have done. conclusion overall, this research has fulfilled the goal of producing career guidance program with modeling techniques to improve student career awareness. career guidance program with modeling technique is a guidance activity developed based on the structure of the program which explains the link between the stages of career counseling with modeling techniques aimed to improve career awareness generally. it can be assumed that career guidance service with modeling techniques is empirically proven to be effective in raising career awareness. reference abimanyu, s, & manrihu, m.t. (1996). teknik relaksasi dalam konseling. jakarta: kencana perdana media group. adiputra, s. (2015). penggunaan teknik modeling terhadap perencanaan karir siswa. jurnal fokus konseling, 1(1). alliman-brissett, a. e., turner, s. l., & skovholt, t. m. (2004). parent support and african american adolescents’ career self-efficacy. professional school counseling, 124–132. the development of career learning program with modeling techniques to improve student career awareness 60 islamic guidance and counseling journalvol. 1, no. 2, pp. 53-61, july 2018 amundson, n. e., harris-bowlsbey, j., & niles, s. g. (2005). essential elements of career counseling: processes and techniques. pearson/merrill/prentice-hall. asca. (2008). why elementary school counselors. retrieved from http://www.schoolcounselor.org/content.asp?contentid=230 askew, m. 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(2003). elementary school counseling: a commitment to caring and community building. routledge. elsa keumala, juntika nurihsan & amin budiamin 61islamic guidance and counseling journalvol. 1, no. 2, pp. 53-61, july 2018 copyright holder : © keumala, e., nurihsan j., & budiamin a.(2018) first publication right : © islamic guidance and counseling journal this article is under: islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: anggraini, w., sunawan, s., & murtadho, a. (2019). the effect of the presence of tutor in the learning video on cognitive load and academic achievement. islamic guidance and counseling journal, 3(1). https://doi.org/10.25217/igcj.v3i1.656 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the effects of the presence of tutor in the learning video on cognitive load and academic achievement weni anggraini1*, sunawan sunawan1, ali murtadho2 universitas negeri semarang, indonesia1 universitas islam negeri walisongo semarang, indonesia2 wenianggraini@students.unnes.ac.id* article information: received december 13, 2019 revised december 14, 2019 accepted december 16, 2019 keywords: learning video; cognitive load; academic achievement abstract this study was intended to determine the effect of the presence of tutors in the learning video on cognitive load and academic achievement. the design used in this study was the posttest control group design. the subjects of this study were 30 students of eleventh-grade science of senior high school number 1 ungaran. the measurements of the data were carried out using cognitive load questionnaires, eye-tracking measurements, and biological matter of reproductive materials (prior knowledge and posttest teaching). the result of analysis using the multivariate analysis of variance test showed that the presence of tutors in the learning video did not have a significant effect on extraneous load (f(2.27)=2.6, p>0.05), the presence of tutors in the learning video did not have a significant effect on germane load in the subjective measurements (f(2.27)=0.06, p>0.05), however, the presence of tutors in the learning video has a significant effect on the objective measurements (f(2.27)=24.47, p<0.05) and (f(2.27)=28.14, p<0.05). furthermore, the presence of tutors in the learning video has a significant effect on academic achievement with (f(2.27)=3.38, p<0.05). the findings of this study proved that there were effects of the presence of tutor in the learning video on germane load and academic achievement. introduction guidance and counseling for students to become individuals who can develop their full potential. guidance and counseling are very important. guidance and counseling have four fields, that is personal, social, learning and career guidance (prayitno & amti, 2004). learning guidance is a tutoring service that allows students to develop themselves, good attitudes and study habits, as well as various aspects of learning objectives and other activities (willis, 2004). learning guidance aims to help students develop learning abilities to follow levels and educational paths and to master a particular skill. learning guidance services provided by counselors will open space for students to solve the problems encountered in the learning process and be able to achieve the objectives of learning. in the modern era, the demands of independent learning are also formulated in the curriculum that requires students to experience firsthand learning. thus, learning guidance is needed to explore one's potential, attitudes in learning, motivation and appropriate learning strategies that can increase knowledge in a fun way. currently, an interesting learning media to be used in learning is a video which has various benefits compared to other media. therefore the development of student learning https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i1.656 mailto:wenianggraini@students.unnes.ac.id the effect of the presence of tutor in the learning video on cognitive load and academic achievement 10 islamic guidance and counseling journal vol. 3, no. 1, pp. 9-17, january 2020 strategies must always be improved. the counselor must be able to answer the challenges in dealing with problems experienced by students in the process of seeking knowledge independently. and in the end, the existence of learning guidance provided by counselors is very important for student development. according to hastuti & winkel (2006), the counselor must have extensive knowledge about learning activities. therefore, counselors need to know the various types of learning videos that influence the cognitive load and academic achievement of students. academic achievement is an important issue in learning activity. york, gibson, & rankin (2015) states that academic achievement is an instrument to measure the quality of students' academic work in the form of special values. increasing academic achievement is a special concern of various parties involved in the learning process. thus, students are expected to be able to achieve educational goals by having high academic achievement. academic achievement is a benchmark that can be calculated accurately to know the success of education and achievement of goals and can be an evaluation of the learning process. this is consistent with the opinion of the ministry of education minessota (2017) which states that the importance of knowing academic achievement is to identify students' adoption of predetermined standards and be an evaluation material for schools in providing support to students. if the majority of students' academic achievement is in a low position, then this can be an initial indicator that there has been an error in the learning process. academic achievement can be measured when students have followed the learning process. in the learning process, information processing occurs which can influence students' knowledge. in information processing, there is an important issue, called a cognitive load. cognitive load is the process of transferring information from the working memory (short term) to the long term memory (de jong, 2010; john sweller, 2005). according to sweller, ayres, & kalyuga (2011), cognitive load is divided into 3 components, they are: 1) intrinsic cognitive load, namely the burden that comes from the complexity of a learning material; 2) extraneous load, which is the burden that comes from the way the presentation of a learning material; 3) germane load, which is a cognitive content that comes from the cognitive processes to understand the learning material. extraneous load is an effort imposed by instructional, design and presentation activities (sweller, 1999). the high extraneous load harms information processing, the processing of information that is not relevant to the learning process. this is following the opinion of kizilcec, bailenson, & gomez (2015), students do not fully understand the content when they have to divide attention between hearing and visual media, such as videos with tutor voice and text. the high extraneous load will make the germane load unable to work optimally. germane load is the result of students' motivational efforts used to build schemes and produce positive learning experiences and store them on the long-term memory (de jong, 2010). van merriënboer & sweller (2005) germane load is the process of processing, construction, and automation of schemes in students. germane load is an element of cognitive load that is positive when in an optimal position. following the opinion of cierniak, scheiter, & gerjets (2009), the germane load is the only element in cognitive load theory where a high level is considered positive for the learning experience. the learning process can be done using the learning media. the presence of video media as a learning medium has influenced the learning process. this is in line with the results of research by mohamed, yousef, chatti, & schroeder (2014) which shows that videobased learning produces diverse learning outcomes. the diversity of the learning outcomes from the use of learning videos can occur due to the various types of displays and presentations in the learning process. this can be seen from sabtono & purnomo's (2015) research stating that there is an influence of the use of instructional video media on students' academic achievement. homer, plass, & blake (2008) state that learning videos have a anggraini, w., sunawan, s., & murtadho, a. 11 islamic guidance and counseling journal vol. 3, no. 1, pp. 9-17, january 2020 positive effect on cognitive load. however, hong, pi, & yang (2018) stated that video lectures (live videos or tutors in the video) have a high extraneous load on procedural learning. currently, many choices can be made by instructional designers when creating video-based learning content. for example, by adding a teacher figure to the video or showing slides and audio explanations. with the increasing number of types of learning videos that can be made, it is necessary to clarify the appropriate types and patterns of videos which can improve the academic performance and have a low extraneous load and be able to optimize the germane load. based on the results of research conducted by colliot & jamet (2018) shows that the presence of a teacher (face and gestures) positively influences students' motivation and involvement in their learning. this study only limited to one type of video that has a teacher in the upper corner of the screen and cognitive load measurements that only measure extraneous loads. therefore, it is recommended for future researchers to examine the effects of teacher characteristics (tutors or instructors) shown on the screen more specifically and to measure other aspects of cognitive load. therefore, in this case, the researcher tries to clarify and generalize which types of videos affect the performance of students who focus on the presence of tutors in the video and expand on the cognitive load component namely germane load. in this study, the learning also conducted with the type of video without a tutor and also the text. based on the explanation above, this study was conducted to examine the effect of the presence of tutors in the learning video on student cognitive load and academic achievement. methods this study only applied a posttest control group design involving 30 students of eleventh-grade science of senior high school number 1 ungaran. there are 3 groups in the study consisting of 10 students. the first group obtained a learning video with a small human tutor in the lower-left corner (figure 1); the second group obtained a learning video without tutor (figure 2); group 3 is a control group that obtained material in the form of text (figure 3). the learning material used as the research material was biological material in the reproduction sub material. the video duration was 14 minutes 25 seconds. the text used was the material on which the video was made. the data collection on cognitive load was carried out using a cognitive load questionnaire developed by leppink, paas, van gog, van der vleuten, & van merriënboer (2014). since the cognitive load questionnaire still uses english, this instrument was presented in indonesian using a back-translation. this questionnaire consists of 14 items, however, in this study only 9 items that were used in the questionnaire (4 items=extraneous load, 5 items=germane load), one of the statements was "the explanation in learning is very unclear". this instrument applied 7 scales (1=very low to 7=very high). the reliability level of the extraneous load questionnaire was 0.826 and germane load questionnaire was 0.778, both of them included in the strong category. the data on cognitive load was objectively carried out by measuring eye-tracking (figure 4). the instrument used in this study was the tobii eye-track t60 (stockholm, sweden) which is embedded in a 19-inch tft monitor with a maximum resolution of 1920x1080 pixels. this eye tracker operates at a 60-hz sampling rate and has a spatial resolution of below 0.5. then, the academic achievement data collection was done by giving questions about the learning material in the video which is about reproduction which consists of 19 question items. during the process of the study, respondents were asked to watch and study videos according to video duration, whereas, the control group was given the opportunity of time according to the respondents' needs. the data analysis using statistical tests multivariate analysis of variance (manova) using the help of statistical packages for the effect of the presence of tutor in the learning video on cognitive load and academic achievement 12 islamic guidance and counseling journal vol. 3, no. 1, pp. 9-17, january 2020 the social science 25 to see the effect of the existence of tutors on cognitive load and academic achievement. the procedures in this study were: a) the subjects of the study were instructed regarding the implementation of the study. they were asked to learn the learning video that has been prepared. the first experimental group which consists of 10 students obtained a video with the presence of a tutor in the bottom corner of the left. the second group which consists of 10 students obtained videos without a tutor. and the third group which consists of 10 students obtained text material on the monitor layer; b) the subjects of the study in groups 1 and 2 did a learning activity through the video that has been prepared for 14 minutes 43 seconds, whereas, group 3 was given time as needed while reading the material provided. during the study, the eye movement of the subjects of the study was measured using eye tracking; c) the subjects of the study completed the cognitive load questionnaires and academic achievement post-tests. figure 1 figure 2 figure 3 figure 4 results and discussion based on the results of the description of the data, it can be seen in table 1 that the condition of students' extraneous load based on the average count, the group that tends to have extraneous load in the low category was group 1 (m=9, sd=3.71), whereas, group 2 (m=10.5, sd=4.21) and group 3 (m=12.5, sd=2.17) have an extraneous load which belongs to the moderate category. then, it can be seen that the germane load of students with subjective measurements using a questionnaire based on the average count, group 1 was (m=26.5, sd=2.64), group 2 was (m=26.1, sd=5.26), group 3 was (m=25.9, sd=3.25), all groups have a tendency in the high category. furthermore, the objective measurements of germane load can be seen from the duration and frequency of the fixation made by the subject of the study to the material (relevant information). based on the data description, it can be interpreted that the average duration of fixation in the material in group 1 tends to be in the moderate category anggraini, w., sunawan, s., & murtadho, a. 13 islamic guidance and counseling journal vol. 3, no. 1, pp. 9-17, january 2020 (m=471.38, sd=117.3), group 2 tends to be in the high category (m=614.19, sd=86.46 ), group 3 tends to be in the moderate category (m = 300.38, sd = 95.34). then, the average frequency of fixation group 1 (m=1424.6, sd=331.1), group 2 (m=1752.8, sd=206.1), group 3 (m=855.1, sd=261.2). the highest duration of fixation was in group 2. the data description shows that the average academic achievement of group 1 was (m=16.7, sd=1.34), group 2 (m=16, sd=1.05), group 3 (m=14.8, sd=2.3). all groups tend to have high academic achievement, and the highest was indicated by group 1. the results of the test that have been done can be seen in table 2, which shows that there is no significant effect of various types of learning videos on the extraneous load (f(2.27)=2.61, p>0.05. there is no significant effect from various types of learning videos on the germane load (f(2.27)=0.06, p>0.05. there is a significant effect of various types of learning videos on the academic achievement (f(2.27)=3.38, p<0.05. there is a significant effect of various types of learning videos on the fixation duration on the material (f(2.27)=24.46, p<0.05. there is a significant effect of various types of learning videos on the fixation frequency in the material (f(2.27)=28.14, p<0.05. variable 1 2 3 total mean sd mean sd mean sd mean sd extraneous load 9 3.71 10.5 4.12 12.5 2.17 10.67 3.62 germane load 26.5 2.64 26.1 5.26 25.9 3.25 26.16 3.75 duration of fixation to the material 471,38 117,3 614,19 86,46 300 95,34 461.88 162.69 frequency of fixation to the material 1424,6 331,1 1752,8 206,1 855,1 261,2 1344.5 459.3 academic achievement 16,7 1,34 16 1,05 14,8 2,3 15.83 1.78 table 1. description of research data dependent variable f df p extraneous load 2.6 2, 27 >0,05 germane load 0.06 2, 27 >0,05 duration of fixation to the material 24.47 2, 27 <0,05 frequency of fixation to the material 28.14 2, 27 <0,05 academic achievement 3.38 2, 27 <0,05 table 2. tests of between-subjects effects then, a comparison between groups on variables that have a significant effect was done. the comparisons between groups can be seen in table 3. dependent variable group md se p duration of fixation to the material 1-2 -142.8 44.9 <0,05 1-3 171.3 44.9 <0,05 2-3 314.1 44.9 <0,05 frequency of fixation to the material 1-2 -329.2 121.2 <0,05 1-3 569.5 121.2 <0,05 2-3 898.7 121.2 <0,05 academic achievement 1-2 0.7 0.73 >0,05 1-3 1.9 0.73 <0,05 2-3 1.2 0.73 >0,05 table 3. the test of post hoc using bonferroni technique the effect of the presence of tutor in the learning video on cognitive load and academic achievement 14 islamic guidance and counseling journal vol. 3, no. 1, pp. 9-17, january 2020 table 3 shows that there were no significant academic achievement differences between groups 1 and 2 (md=0.7, p>0.05), there were significant academic achievement differences between groups 1 and 3 (md=1.9, p<0.05), there is no significant academic achievement difference between groups 2 and 3 (md=1.2, p>0.05). then it was found that there were significant differences in germane load (duration of fixation on material) between groups 1 and 2 (md=-142.8, p<0.05), there were significant differences in germane load (duration of fixation on material) between groups 1 and 3 (md=171.3, p<0.05), there was a significant difference in germane load (duration of fixation on the material) between groups 2 and 3 (md=314.1, p<0.05). it was further noted that there were significant differences in germane load (frequency fixation on material) between groups 1 and 3 (md=-329.2, p<0.05), there were significant differences in germane load (frequency fixation on material) between groups 1 and 2 (md=569.5, p<0.05), and there is a significant difference in germane load (fixation frequency on material) between groups 2 and 3 (md=898.7, p<0.05). this shows that there is no effect of the presence of a tutor in a learning video on extraneous load. in other words, there is no interference effect on the type of video in the experiments conducted. it can be interpreted that the presence of tutors in the video does not distract students from the relevant information and does not inhibit synchronous information processing. this is in line with the research conducted by colliot & jamet (2018) which states that there is no effect of video in the form of tutors and audio on the cognitive load (extraneous load) of students when conducting the learning. in this study, there were 2 types of videos, videos with tutors in the upper left corner and videos without tutors. however, contrary to research by mayer & moreno (1998) which states that using video lectures recorded online and accompanied by presentation slides is not ideal for the learning, this happens since it will divide the student attention between the speaker and the information displayed and will ultimately present separate attention effects. based on the results of the study, it can be determined that the presence of tutors in the learning video does not significantly influence the germane load of students on subjective measurements, however, it has a significant effect on the objective measurements (the measurement of duration and frequency of fixation). although subjectively there are no differences in the students making an effort to learn a learning material that is presented, objectively through attention through vision, it turns out that students make different efforts in processing information according to the type of delivery and presentation of information presented. this can happen since it is subjective or under the feeling of every student who is in the process of education has a developmental task to learn. thus, in the learning process, every student has been required to understand every material in the learning and have become accustomed to doing the learning endeavors. then, it was objectively indicating that the efforts made by students in the learning process have a significant influence. this shows that student attention in the learning process which was indicated by the level of fixation or student focus on the learning material presented has a significant effect. based on the presence of tutors presented in the learning video, it can be seen that the fixation on the most material is in the type of video without the tutor, whereas, the video with the presence of a tutor has a lower duration of fixation. this indicated that the presence of tutors in the learning video can be extraneous load. this is under the opinion of costley & lange (2018) that the high level of extraneous load is generally considered to be detrimental to the germane load, and conversely, the extraneous load can be beneficial to the germane load. this has a slight difference with the results of research conducted by colliot & jamet (2018) showing that the presence of a teacher (face and gestures) positively influences students' motivation and involvement in their learning. compared to the research conducted by colliot & jamet (2018) this research succeeded in proving that the use of tutors in the learning video can affect the german load of students. anggraini, w., sunawan, s., & murtadho, a. 15 islamic guidance and counseling journal vol. 3, no. 1, pp. 9-17, january 2020 furthermore, the results of the study indicated that the presence of tutors in the learning video can influence the students' academic achievement. this is in line with the research conducted by sabtono & purnomo (2015) which states that there is an influence of the use of instructional video media on student achievement. this may occur due to a large number of senses used when receiving information when conducting the learning process (azhar, 2007). the processing of relevant information also affects this study which can be seen from the highest academic achievement in the video with the tutor and the video without the tutor. this happened due to the processing of relevant information so that students can form schemes in their cognitive processes and can transfer information from the short term memory to the long term memory. finally, when students are faced with questions about the video they have learned, students will easily remember the answers to these questions according to the memories they have stored in the long term memory. although this study has been able to prove the influence of the presence of tutors in learning videos on students' cognitive load and academic achievement, this study still focuses on the cognitive realm. therefore, further research is expected to be able to measure the emotions of the students when they receiving learning videos with various types of tutors. conclusions based on the description of the findings, it can be concluded that the presence of a tutor in the learning video does not affect the extraneous load of students eleventh-grade science of senior high school number 1 ungaran. the existence of a tutor in the learning video does not affect the german load on subjective measurements, however, it influences the objective measurement of students' eleventh-grade science of senior high school number 1 ungaran. besides, the presence of tutors in the learning video affects the academic achievement of students eleventh-grade science of senior high school number 1 ungaran. videos that have the most optimal germane load are videos without tutors. acknowledgments the author expresses their sincere thanks to dr. awalya, m.pd., kons. for the supervision of research and adaptation of research instruments. supriyanto, s.pd. as the principal of senior high school number 1 ungaran who has permitted the authors to carry out the research. author contribution statements wa designs research implementation, data collection, and interventions at the research location. sn and am provide direction as well as assisting in the preparation of research designs and supervision during the research carried out on site. references azhar, a. 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(2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: muarifah, a., muyana, s., & hidayah, h. (2020). the effect of religiosity on poor adult woman’s meaningfulness of life. islamic guidance and counseling journal, 3(2). https://doi.org/10.25217/igcj.v3i2.569 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the effect of religiosity on poor adult woman’s meaningfulness of life alif muarifah, siti muyana*, hudzaimah nur hidayah universitas ahmad dahlan yogyakarta, indonesia siti.muyana@bk.uad.ac.id* article information: received october 19, 2019 revised november 16, 2019 accepted april 29, 2020 keywords: meaningfulness; poor adult woman; religiosity abstract having a meaningful life is a part of a happy, vigorous, anxiety-free life. various factors, such as poverty and religiosity, may affect an individual's meaningfulness of life. grounded from the phenomenon, the present study aims to find out the effect of poor adult women’s religiosity on the meaningfulness of life. the samples of the study were 123 women who were selected using cluster random sampling. the selected samples were women who met the criteria of “poor” according to the national family planning coordination board of the republic of indonesia (bkkbn ri), which is categorized as prosperous family 1. this study used meaningfulness of life scale and religiosity scale authors had developed. the data were analyzed using simple linear regression. the result showed that religiosity significantly affects the meaningfulness of life (f=55.659, p<0.005), meaning that the higher the religiosity, the higher the meaningfulness of life. the result of the study may provide a depiction of the effect of poor adult woman’s religiosity on the meaningfulness of life, which can be used as a reference for the government or community observer on how to make a meaningful life by strengthening the religiosity. introduction meaningfulness is one of the most basic human needs to be motivated in achieving life goals. accordingly, it is important to have a meaningful life to understand how to live a purposeful life. according to bastaman (2007), meaningful life refers to a happy, passioned, anxiety-free life. meaning in life is one of the sources of spirit for an individual to live his/her life. the finding of the study conducted by arista (2017) exhibited that in order to obtain meaningfulness of life, some phases can be done. starting from the phase of misery, selfacceptance, meaningfulness of life discovery, meaning realization, to meaningful internalization (happiness) phase. individuals who fail to obtain meaningfulness of life may be at risk of living a meaningless life. meaningless life may result in various adverse effects such as anxiety, boredom, despair, and even thought of suicide. one of the real examples showing that individuals live a meaningless life is suicide due to various factors, such as poverty. poverty often emerges as one of the causes of conflict because it makes individuals feel meaningless, thus making them to lose their life hope. according to bastaman (2007) an individual's low life hope and meaning may lead to anxiety, despair, and apathy. life hope means the presence of belief that better changes will take place, patience in facing current bad conditions, and optimism in facing the future. life hope stated by bustanun begins by meaningfulness is human's most basic desire (listiari, 2016). accordingly, meaningfulness of life is important in order to attain valuable, frustration-free life. https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i2.569 mailto:siti.muyana@bk.uad.ac.id the effect of religiosity on poor adult woman’s meaningfulness of life 94 islamic guidance and counseling journal vol. 3, no. 2, pp. 93-99, july 2020 based on the preliminary study conducted by hudzaimah (2019) on 6 april 2018 in gari village on ten poor adult women, 60% of them have low meaningfulness of life. their low level of meaningfulness of life was characterized by low level of freedom to do and to have what they want, feeling that their life is stuck, giving up on the condition, unclear purpose in life, and lack of satisfaction. in addition, conflict and social jealousy result in despair and succumbing, which makes them feel meaningless life. the study conducted by hayyu & mulyana (2015) depicts that sadness, boredom, shyness, inferiority, and thought of suicide indicate low meaningfulness of life. in fact, meaningfulness of life may be affected by various factors, which can be categorized into internal and external factors (bastaman, 2007). internal factors include selfdiscovery, positive behavior, environmental familiarity, the deepening of three values, prayer, personal quality, while the external factors include material, social support, job, and close persons. both factors affect an individual’s meaningfulness of life. prayer is one of the internal factors stemming from religiosity. religiosity and religion are often viewed as the same, whereas they are different, yet complement each other. religiosity is one of the important things within an individual. religiosity is associated with one’s belief in god or other religious matters. prasetyoningrum (2012) states that religiosity leads to the quality of life attitude and internalization based on religious values, it emphasizes more on religious noble values and tends to avoid religious formalism. according to reza (2015), religiosity deals with the width of knowledge, the strength of a belief, the implementation of pray. in other words, religiosity constitutes an individual’s knowledge, belief, and adherence in carrying out his/her responsibility as a believer. the result of interviews conducted on 6 april 2018 with poor inhabitants in gari village about religiosity found that out of ten subjects, 5 participants stated that they did not know much about religion, felt that their prayer had not been answered, did not do their responsibility, such as covering intimate parts. this condition is supported by the result of the study conducted by nurhidayah & hidayanti (2009), which found that the higher the fortitude, the higher the meaningfulness of life, and vice versa. in other words, there is a positive relationship between fortitude and meaningfulness of life. the subjects of the study were muslim early adult women. early adulthood phase is the period where emotional tension. agnew’s (1992) study found that uncontrollable emotional tension will turn into negative emotion. based on demographic data exhibited by khairani & putri’s (2011) result of the study, the highest level of emotional maturity is found in 24 years old women. this may be accounted for by benokraitis’s theory, as cited in khairani & putri (2011), which states that the older age leads to more controlled and mature emotion. an individual’s ability in addressing life conditions is highly influenced by emotion regulation ability. during the process of achieving emotional maturity, many possibilities exist. fail selfadjustment and unsolved problems such as job, marriage, or parental role may emotionally disturb individuals, which may cause them to have suicidal thoughts or attempt. in addition, women’s self-adjustment during adulthood is more difficult than men's. in adulthood, women are more aware of religiosity than men are. with regard to religiosity, women directly feel its impact. according to hendropuspito (1983), women show bigger loyalty in religious practice, are able to directly feel spiritual benefits such as spiritual serenity and able to accept religious values. whereas men need rational basis before accepting and appreciating the value. in addition to select young adult women as the participants of the study, considering that suicide cases are sometimes caused by economic factor, this study also considers economic condition as another important part to answer the problem of the study, all subjects of the study were categorized as ‘poor’ according to bkkbn ri. prasetyoningrum muarifah, a., muyana, s., & hidayah, h. 95 islamic guidance and counseling journal vol. 3, no. 2, pp. 93-99, july 2020 anggraeni’s (2011) result of the study found that religiosity is significantly and positively associated with psychological well-being. in the same vein, hamidah & gamal (2019) stated that there is a significant relationship between religiosity and psychological well-being in soldiers of indonesian army. the result of these studies shows that religiosity affects individuals’ various life aspects. the present study aimed to depict the effect of poor adult women’ religiosity on meaningfulness of life, this study can be used as a reference for the government or concerning institution to make right decisions regarding this issue. the result of this study is expected to contribute to the literature on positive positive psychology, particularly meaningfulness of life. methods using causal design, the present study applied quantitative approach. samples of the study were determined using krejci-morgan’s table. 123 women were selected using cluster random sampling from the population of 180 women. the selected samples were women who met the criteria of poor according to national family planning coordination board (bkkbn ri), which is categorized as prosperous family 1. bkkbn ri's category of prosperous family 1 refers to a family who is only able to satisfy its basic needs, such as eating twice a day but are not able to fulfill higher needs such as psychological needs (e.g, to perform regular prayer, or to buy one new set of clothes a year. in this study, i developed meaningfulness of life scale and religiosity scale, these scales were tried out toward adult women who met the criteria of the study. meaningfulness of life scale that had been tried out consists of 48 items. however, after the analysis, 17 items were removed, leaving 31 valid items. the validity test used correlation with the standard value of 0.3 based on corrected item-total correlation table in spss. the reliability test was done using cronbach's alpha, the result showed that meaningfulness of life scale’s coefficient of reliability was 0.904, meaning that the scale is reliable. another instrument used in this study was religiosity scale. this scale consisted of 48 items. after the try out and analysis, 9 items were removed. the removed items were those with value less than 0.3 based on corrected item-total correlation table in spss. the reliability test was done using cronbach’s alpha, the result showed that religiosity scale’s coefficient of reliability was 0.942, meaning that the scale is reliable. the data were analyzed using simple linear regression. the use of multiple linear regression aims to find out the effect of religiosity on meaningfulness of life. results and discussion the present study focuses on the effect of religiosity on poor adult women's meaningfulness of life. the result of the analysis is shown in table 1. variable mean f sig. meaningfulness of life 113.18 55.59 <0.05 religiosity 99.99 table 1. the effect of religiosity on meaningfulness of life as shown in anova table, in significance level of 5%, the fcount was 55.659 with significance of 0.000<0.005, meaning that the variance of independent variable’s value is able to account the dependent variable. in other words, religiosity has linear relationship with meaningfulness of life. the result of this study showed that religiosity significantly affected poor adult women’s meaningfulness of life in gari village.it possibly occurs because participants’ religious knowledge is in line with the life meaning of poor adult women in gari the effect of religiosity on poor adult woman’s meaningfulness of life 96 islamic guidance and counseling journal vol. 3, no. 2, pp. 93-99, july 2020 village. it is in line with amawidyati and utami (2007) who found that an individual’s strong religiosity may promote higher life satisfaction, higher personal happiness, lower traumatic event’s negative effect, compared to those with lower level of religiosity. religiosity possesses five dimensions, namely, belief, prayer, internalization, experience, and religious understanding. in addition to religious understanding, in general, participants have faith, internalization, and positive religious experience. this study found that participants’ low level of religiosity comes from their religious understanding. religious knowledge serves as one of the factors causing participants to have low religiosity. it may be also caused by the participant’s low educational background (most of them are elementary school or junior high school graduate), which prevents them from gaining adequate religious knowledge. however, the participants still highly believe in their religion and perform prayer well. the study conducted by argyle (2002) found that religiosity helps an individual to maintain his/her mental health during adversity. adequate level of religiosity allows individuals to survive life in accordance with the norms and values. in addition, participant's low religiosity may also be caused by lack of factors of religious maturity. religious maturity is one of individuals’ desires to perfectly understand and apply their religious teachings. according to reza (2015), an individual can be considered having religious maturity when they possess knowledge of religious values, understand, attempt to appreciate the religious practice, as well as apply the religious values in every activity. in line with previous statement, alport, as cited in subandi (2013), proposes six criteria that indicate mature religious life. one of them is to be heuristic, meaning that an individual realizes the limit in his/her religious life, thus making him/her to always attempt to improve his/her religious understanding and internalization. two statements above explain that, when individuals possess religious maturity, they will always realize that they have deficiencies relating to religious matters, thus causing them to always learn to improve their religious knowledge. clark & worthington (1990) argues that many adults do not have religious maturity, which is shown by religious life characteristics they bring since their childhood until adulthood, namely egocentric and ritualistic, superficial religious attitude. the tendency of egocentric is shown, for instance, when adult people pray only for themselves/ their close friends, while ritualistic, superficial religious attitude is shown by religious ritual that is done as a form of childhoo habit. an individual’s religious maturity is also shown by his/her pursuit of religious perfection by increasing his/her religious understanding. this is supported by steger, oishi, & khasdan, (2009) who found that the search of purpose in life serves as the source of meaning in individuals’ life. meaningfulness of life is one of individuals’ need in order to have clear purpose in life. this is important because meaningfulness of life is one of the ways to attain happiness. salikhova (2016) explains that meaningfulness of life lies in unconscious satisfaction, unconscious dissatisfaction, unconscious avoiding, conscious satisfaction, conscious dissatisfaction and conscious denial. meaningfulness of life lies in different places and has different capacity between one individual and another, these differences will lead to the quality of a person’s meaningfulness of life. meaningfulness of life is deemed important and valuable, as well as providing special value for an individual, making it worthy to be used as short-term or long-term purpose in life. meaningfulness of life refers to understanding life as an achievement of a number of purposes through actively creating valuable matters (frankl, 1992). in other words, meaningfulness of life can be viewed as the level of an individual's understanding of purpose attainment by doing attempts he/she considers valuable. due to its importance, meaningfulness of life serves as one of triggers to encourage individuals living their life for having clear purpose in life. even during adversity, meaningfulness of life still can be found, depending on how an individual attempts to get out of conditions making his/her life muarifah, a., muyana, s., & hidayah, h. 97 islamic guidance and counseling journal vol. 3, no. 2, pp. 93-99, july 2020 meaningless. to understand meaningfulness of life, it is important to know various aspects of meaningfulness of life as a reference in measuring meaningfulness of life of life. meaningfulness of life can be obtained through a set of processes and experiences. the way an individual achieve meaningfulness of life depends on how he/she can accept life and view that this life is meaningful. willingness to have meaningful life depends on the individual's attempt in making meaningful life. in this study, various factors affecting an individual's meaningfulness of life follow experts’ statements. these factors include the interaction of religiosity with human’s life (bronk et al., 2009; davis & hicks, 2016; valiullina, 2016), correlation between meaningful life and psychological state (hicks et al., 2012; salikhova, 2014), hope and the future priority (kasler et al., 2012), cross-cultural difference in life meaning (salikhova, 2014), and relationship between awareness and living together (lightsey et al., 2014). it is predicted that linear condition found in this study is caused by many external factors we could not detect. however, we agree with these experts’ statements on formulating effects of individual's meaningfulness of life. meaningfulness of life emerges in different characteristics. it is important to have references in determining characteristics of meaningfulness of life. the followings are the characteristics of individuals with meaningfulness of life according to bastaman (1996) 1) living life vigorously, 2) having clear purpose in life, 3) ability to feel the achieved progress, 4) satisfaction toward self-activity, 5) having creativity and innovation, 6) being able to appreciate life, 7) ability to realize life meaning, 8) being able to love and be loved. desire to find meaning and to have purposes or reasons in living the life are characteristics of meaningfulness of life. meaningfulness of life is affected by a number of factors. these factors can be categorized into internal and external factors (bastaman, 2007). internal factors refer to factors stemming from individual's self. these factors include self-discovery, positive act, being familiar with the environment, the deepening of values, prayer, and personal quality. external factors refer to factors affected by other things outside the individuals. these consist of material, social support, job, and close persons. other factors that can also contribute to meaningfulness of life, according to frankl (1992) are mindset, attitude, self-concept, prayer, experience, and culture. both internal and external factors play roles in shaping an individual’s meaningfulness of life. based on two statements above, it could be concluded that factors of meaningfulness of life consist of internal and external factors. the former includes positive act, self-quality, prayer, attitude, and mindset, while the latter includes social support, job, material, experience, and culture. prayer is a part of religiosity because it serves as the embodiment of individuals’ faith in god, which helps individual to draw the life meaning. this study also explains that an individual’s meaningfulness of life can be achieved due to many factors, and religiosity is one of them. the result of this study has explained the role of religiosity in affecting meaningfulness of life from various perspectives. however, the analysis result of this study has not revealed other factors affecting an individual’s meaningfulness of life. it is expected that future study can serves as the basis for deeper understanding. conclusions this study concludes that there is a linear relationship between religiosity and meaningfulness of life, meaning that religiosity significantly affect poor adult women’s meaningfulness of life. the result of this study depicts the effect of poor adult women’ religiosity on meaningfulness of life, this study can be used as a reference for the government or concerning institution to make right decisions regarding this issue. it is important to internalize religiosity education in poor adult women participating in this study and also in the effect of religiosity on poor adult woman’s meaningfulness of life 98 islamic guidance and counseling journal vol. 3, no. 2, pp. 93-99, july 2020 community. it is expected that religiosity can bring more significant effect on meaningfulness of life. acknowledgments the author expresses their sincere thanks to everybody who was involved in conducting this study. author contribution statements all authors conduct the research and write the manuscript together. all authors have 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(2019). cognitive behaviour group counseling with self instruction and cognitive restructuring techniques to improve students’ self confidence. islamic guidance and counseling journal, 2(1). 11-17. https://doi.org/10.25217/igcj.v2i1.305 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj cognitive behaviour group counseling with self instruction and cognitive restructuring techniques to improve students’ self confidence evi kartika chandra1, mungin eddy wibowo2, sunawan sunawan2 institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia1 universitas negeri semarang, indonesia2 evi.kartiak2303@gmail.com1 article information: received august 27, 2018 revised august 30, 2018 accepted december 16, 2018 keywords: group counseling; self-instruction; cognitive restructuring; self-confidence abstract the lack of method in improve student self-confidence was the background of this study. the researchers was investigating the effect of cognitive behaviour therapy group counseling with self-instruction and cognitive restructuring techniques to improve students' self-confidence. the research method used was pretest and posttest design quasi-experiment, test design repeated measure anova by involving 16 students as sample who were selected by random sampling from 75 students. the results showed that cognitive restructuring and self-instruction technique is effective to improve the self-confidence. after comparing the the result of both techniques, self-instruction was higher than cognitive restructuring technique to improve students' self-confidence. introduction self-confidence is a definite feeling in a person in the form of belief and trust in his abilities and potential. this statement was corroborated with a statement that said selfconfidence was a positive belief in himself and his abilities (martins, monsalve, & martinez, 2018). people who have confidence will not experience anxiety in every action, can feel free to do the things they like and are responsible for their actions, warm and polite in interacting with others, can accept and respect others, have the drive to achieve and can recognize their strengths and weaknesses. the negative impact of low self-confidence on motivation and academic achievement was explained (eggen & kauchak, 2001). it causes difficulties for him to concentrate and the inability to give proper attention to what they should do. students who lack confidence believe that they lack ability. a negative assessment of his talent can hamper the effort to be made to achieve the goal. these negative views and judgments cause individuals not to do things optimally. the characteristics of students who lack confidence are; (1) rarely speak, when his friends are enjoying discussion; (2) often go berserk to release anxiety; (3) not talk much (usually responds adequately when asked, such as: "yes" or "no", even just nodding for activities in class or outside class (passive); (4) do not want to ask for help or asking people those who are not well known, (5) close themselves, shame and not have the courage, as when they have to speak in front of the class. the fact is not all individuals have sufficient confidence. feeling inferior, embarrassed, reluctant to be an obstacle for students in undergoing the learning process in school and their environment. individuals who always think that they do not have the ability, feel worthless, is https://doi.org/10.25217/igcj.v2i1.305 https://journal.iaimnumetrolampung.ac.id/index.php/igcj mailto:evi.kartiak2303@gmail.com cognitive behaviour group counseling with self instruction and cognitive restructuring techniques to improve students’ self confidence 12 islamic guidance and counseling journal vol. 2, no. 1, pp. 11-17, january 2019 a picture of people who have a problem with confidence (yunitasari & christiana, 2016). it can be manifest in the form of behavior that is not fair or deviant, for example, inferiority, isolation, low learning achievement. furthermore, self-confidence is often experienced by children and teenagers of school age with prevalence rates ranging from 4% to 25% with an average of 8% (deb, chatterjee, & walsh, 2010). cognitive restructuring technique is a focus of attention on efforts to identify behaviors and change irrational negative thoughts of clients (cormier & hackney, 2015). selfinstruction is a technique from the cbt approach which is an exercise to improve self-control by using self-verbalization as stimulation and reinforcement during treatment, self-instruction technique uses positive verbal expressions to reduce negative thoughts and in order to increase control over himself through his mind. the most crucial step in the self-instruction technique is that the individual slowly starts to speak softly in his heart. self-instruction training focuses more on helping clients become self-aware to be able to talk to themselves (corey, 2015). through the technique of self-instruction, one's negative views about him can be directed to be more positive (martin & pear, 2015). counseling services for the cbt group self-instruction and cognitive restructuring is a form of intervention that will be conducted. cognitive restructuring techniques focus attention on efforts to identify and change negative thoughts or self-statements and irrational beliefs of counselee (nursalim, 2005). cognitive restructuring uses the assumption that behavioral and emotional responses that are not adaptive are influenced by beliefs, attitudes, and perceptions (cognition). cognitive restructuring helps the counselee to establish the relationship between knowledge and cognition with emotions and behavior and to identify wrong perceptions or cognitions and self-destructive, and replace those perceptions with a more self-enhancing impression (cormier & hackney, 2015). several previous research found that cognitive restructuring can improve students 'selfefficacy (cristi, 2013), similar to the results of previous study cognitive restructuring techniques can reduce student procrastination (agustin, 2017), improve assertive behavior (hasibuan, purwanto, & japar, 2018), reducing consumptive behavior (yuliyanawati, wibowo, & japar, 2018) and student school escape (hidayanti & ja’far, 2017). in the other hand, self-instruction found effective on procrastination (agustin, 2017; saputra, purwanto, & awalya, 2017), chronic fatigue (janse, wiborg, bleijenberg, tummers, & knoop, 2016), improving self-esteem of bullying victims (rostiana, wibowo, & purwanto, 2018) and academic anxiety (mafirja, wibowo, & sunawan, 2018). the research mentioned before was focused on various research problems, but none of them had studied about self-confidence directly. therefore, this research intends to determine the effectiveness of cognitive restructuring and self-instruction on improving self-confidence. methods this study was used a quasi-experimental method, and repeated measures pretest multiple posttest designs, involving 16 subjects selected by purposive random sampling — seventy-five students involved in the pretest. the research design was a pretest-posttestfollow-up, before and after treatment with self-instruction and cognitive restructuring techniques on group counseling. the pretest-posttest results are then compared as a reference to determine the improvement of student confidence. the experimental group members received the cbt group counseling intervention. this study involved two groups, group 1 (self-instruction technique) and group 2 (cognitive restructuring technique). the research procedure showed in figure 1. the data collected with self-confidence scale. the scale consists of 42 items, obtained 35 valid items, then a valid item 35 is tested again and found three invalid items so that the correct items become 32 items. from the results of the validity and reliability test showed that evi kartika chandra, mungin eddy wibowo, sunawan sunawan 13 islamic guidance and counseling journal vol. 2, no. 1, pp. 11-17, january 2019 the correlation in the aspects of confidence and self-ability ranges from 0.883, the lowest is 0.254, rky highest 0.482, on the optimistic aspect the correlation in the rky range is 0.883, the rky lowest is 0.360, the rky highest is 0.665, the objective aspect is the correlation in the rky range of 0.883, the lowest is 0.497, the highest is 0.690, the responsibility aspect of the correlation is in the rky range of 0.883, the lowest is 0.352, the highest is the correlation of 0.670, on the aspect of rationality and realistic correlation in the rky range 0.883, the lowest is 0.247, the highest is 0.354. the data obtained is then analyzed using the repeated measure anova test. figure 1. research procedure results and discussion cbt group counseling services self-instruction techniques and cognitive restructuring techniques given in six meetings, then students are given a posttest to determine the development of students' self-confidence, repeated/followed up after two weeks of posttest. the data from table 1 explained the results of the pretest on the research subject before the cbt group counseling service obtained the mean of the students' self-confidence score of 65.75, after group counseling, the posttest results obtained a mean on 71.75, and the followup results obtained mean 75.00. this shows that there is an improvement in self-confidence after being given counseling services by cbt groups with cognitive restructuring techniques. while the self-instruction technique of the research subject before the cbt group counseling service obtained the mean of students' self-confidence 65.75, after group counseling obtained mean 70.75, and the follow-up results obtained mean 75.62, it can be concluded that selfinstruction techniques and cognitive restructuring techniques are effective to improve students' self-confidence. parameter pretest posttest follow up f mean sd mean sd mean sd (2,14) (2,28) si 65,75 3,150 70,75 1,281 75,62 2,924 23,56 45,74 cr 65,75 2,915 71,75 1,669 75,00 2,828 22,48 2 ket : p>0,05 , **p<0,05,*** p<0,01 table 1. mean, standard deviation and repeated measure anova data from table 1 shows an improvement in confidence after being given cbt group counseling services. f (2.28) = 45, 742, p <0.05. the results of the mean self-confidence for the self-instruction technique are 65.75 for pretest (o1), 70.75 for postest (o2), 75.62 for follow-up (o3), while cognitive restructuring technique is 65.75 for pretest (o1), 71.75 for posttest (o2), 75.00 for follow-up (o3). level of self confidence with self-instruction at the beginning of the pretest (md = 5000, se = 1.476, p> 0.05, self-instruction intervention increased at the time of follow-up (md = -9.875, se = 1.584, p <0.02), at 2 weeks postest value was given (md = -4,875, se = pre-test cognitive restructuring self-instruction post-test cognitive behaviour group counseling with self instruction and cognitive restructuring techniques to improve students’ self confidence 14 islamic guidance and counseling journal vol. 2, no. 1, pp. 11-17, january 2019 1,231, p> 0,05), then cognitive restructuring technique was the beginning of the pretest (md = -6000, se = 1,134, p <0,05, cognitive restructuring was more improvement at follow-up (md = -9.2350, se = 1.650, p <0.05), at 2 weeks of giving postest value (md = 3,250, se = 1,359, p> 0,05) (see table 2). cbt group with self instruction technique shows a higher level of effectiveness than cognitive restructuring techniques to increase students’ self confidence. this result accordance to a research that conducted before, it’s found that self-instruction more effective than cognitive restructuring despite with different research variable. comparison self-instruction cognitive restructuring md se p md se p pretest-postest -5,000* 1,476 .035 -6,000 1,134 .002 pretest-follow up -9,875* 1,584 .002 -9,235 1,650 .002 posttest-follow up -4,875* 1,231 .016 3,250 1,359 .144 table 2. result of post hoc test in contrary, this finding has a different conclusion with research conducted by syarifah et al., they conclude that cognitive restructuring more effective than self-instruction because in cognitive restructuring the participants were asked to have more understanding about the relations between perception and emotion with intended behavior (hidayanti & ja’far, 2017). cognitive restructuring techniques are also used by cristi and muhari in their research to improve self-efficacy in class x students in state vocational school 1 mojokerto (cristi, 2013). a study concluded that cognitive restructuring techniques could be used to improve student confidence (mastur, sugiharto, & sukiman, 2012). based on the explanation above, it is essential for counselors to consider cbt group counseling with cognitive restructuring techniques with self-instruction techniques as one of the efforts to use that confidence. counseling for the cbt group aims to change irrational thoughts and defective cognition to produce self-defeating behaviors (intentional behavior that has a negative effect on yourself (erford, 2016). through cognitive restructuring techniques and self-instruction techniques will look at self-confidence as something that is comprehensive between roles on thoughts, emotions, and conditions in maladaptive behavior. cbt counseling helps them to learn their thoughts by representing the contradictions of their beliefs. cognitive restructuring is a series of research and examines the belief of the counselee to obtain understanding how the belief, rational or irrational with an objective process (sayre, 2006). the limitation of this study is only involves student participants, so it can’t be generalized to a broader counselee background. the setting of research made the result limited to student only. for further study, it's important to consider the cultural background and demographical aspect of participants. the study would be more informative if researchers could add more variable (cultural and demographical) for future investigation. furthermore, it is expected to examine cbt group counseling on self-instruction and cognitive restructuring techniques by looking at gender and adding controlled variables. this research provides alternatives and enrich approach method for practitioners (counselor or guidance and counseling teacher) when have to face students with a selfconfident problem. thus, the counseling services at school should be managed professionally to achieve the objective of the services (subandi, 2015). it also provides a starting point for the future researcher in conducting further investigation or replication on the same field of research. evi kartika chandra, mungin eddy wibowo, sunawan sunawan 15 islamic guidance and counseling journal vol. 2, no. 1, pp. 11-17, january 2019 conclusions this study was conducted to determine the effectiveness of cbt group counseling on cognitive restructuring techniques, self-instruction techniques to increase the self-confidence of students. the results of the study showed both techniques are effective to increase student self-confidence. self-instruction technique is more effective improve students' self-confidence than cognitive restructuring. it is essential for counselors to understand the concept of cbt group counseling with cognitive restructuring techniques, self-instruction to improve students' self-confidence. acknowledgments the authors present their sincere appreciation goes to dr. awalya, m.pd., kons. who had given important advice on improving the content of the manuscript and dr. imam tajri, m.pd. who had contributed his fresh thoughts when ekc was getting lack of inspirations. author contributions statements ekc collected data, then formulated a draft of research and prepared further study then discussed it with mew and ss. the research started with a detailed 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(2016). penerapan teknik bibliokonseling untuk meningkatkan percaya diri kelas vii smp negeri 32 surabaya, jurnal bk unesa, 6(3). retrieved from http://jurnalmahasiswa.unesa.ac.id/index.php/jurnal-bkunesa/article/view/16714 copyright holder : © chandra, e. k., wibowo, m. e., & sunawan, s. (2019) first publication right : © islamic guidance and counseling journal this article is under: http://jurnalmahasiswa.unesa.ac.id/index.php/jurnal-bk-unesa/article/view/16714 http://jurnalmahasiswa.unesa.ac.id/index.php/jurnal-bk-unesa/article/view/16714 islamic guidance and counseling journal how to cite: arizona, a., 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. https://doi.org/10.25217/igcj.v2i1.310 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj relaxation technique within group counseling to reduce student's anxiety on facing exam arizona arizona1, nurlela nurlela2, zhila jannati3 universitas pgri palembang, indonesia1, 2 universitas islam negeri raden fatah, indonesia3 arizona.karno@gmail.com1 article information: received september 19, 2018 revised october 18, 2018 accepted january 1, 2019 keywords: group counseling; relaxation; instrumental music; anxiety abstract the purpose of this study is determine the effectiveness of group counseling model with relaxation technique assisted by instrumental music to reduce students' anxiety on facing exam. this type of research is quantitative with quasi-experimental research design, using the initial test design (pretest) and the final test after treatment (posttest). this research involved pgri junior high school 1 palembang students. the steps taken are: 1) preparation, 2) giving the pretest to the experimental group, 3) giving treatment 4), conducting posttest, and 5) the analysis of effectiveness of group counseling with relaxation techniques assisted by instrumental music to reduce the anxiety of students when facing exam. the analysis was carried out using the wilcoxon test. based on the results of the test, the level of students' anxiety faces the test has decreased after participating in group counseling activities with relaxation techniques. the wilcoxon test results obtained asymp.sig. (2-tailed) of 0.008 with 5% significance (<0.05). therefore, it can be concluded that group counseling services with relaxation technique assisted by instrumental music is effective to reduce students' anxiety on facing exam. introduction as a part of education, guidance and counseling is series of assistance efforts (wibowo, 2005). the services formed as direct contact with counselee, this greatly supports the success in helping process. guidance provided to counselee to make them achieve the general goals of education. anxiety will disrupt interfere sleep cycle and reduce body fitness (reilly & edwards, 2007) then reduce appetite (levinson & rodebaugh, 2016). further impact that could happen is lack of learning concentration, physical pain or cause social interaction problem. otherwise, if anxiety experienced in an appropriate level it would make someone will be more effective in life (maba, 2017). anxiety symptoms both acute and chronic is a major component of almost all psychiatric disorder. clinically, anxiety disorders are divided into several groups, namely: anxiety disorders, panic disorders, phobia and obsessive-compulsive disorder (hawari, 2008). someone who is categorized as having anxiety will have an impact on his daily life, the activity he does typically will not be optimum. anxiety is a psychological problem that is shown by an attitude of worrying about something that is poorly perceived by the individual. anxiety is a kind of discomfort, worry, and fear of something that is not clear (barlow, 2013). something frightening is obvious https://doi.org/10.25217/igcj.v2i1.310 https://journal.iaimnumetrolampung.ac.id/index.php/igcj mailto:arizona.karno@gmail.com relaxation technique within group counseling to reduce student's anxiety on facing exam 34 islamic guidance and counseling journal vol. 2, no. 1, pp. 33-39, january 2019 because it is in the form of danger or something that threatens personal safety called “fear” (gunarsa, 2008). anxiety is not only experienced by adults but can also be experienced by children, or adolescent who are still studying in school. for students, anxiety is an emotional disorder that can inhibit the learning process in school. in this case, students will also be disadvantaged by the learning process. everything will not be optimum. anxiety experienced by students in school can take the form of realistic, neurotic or moral anxiety. because anxiety is a mental process that is not visible to the surface, to determine whether a student has anxiety or not, a careful study is needed, by trying to identify the symptoms, along with the factors underlying them. it should be noted that anxiety symptoms that can be observed on the surface are only a small part of the real problem (barlow, 2013). there are various disorders with symptoms of anxiety as the main symptom. excessive worry able to grow anxiety that can affect someone lives. about one of 20 people have anxiety disorder at a time. at times of anxiety, we feel fear and tension. also, we can also experience one or more unpleasant physical symptoms, such as a rapid heartbeat, palpitations, body aches, trembling, sweating, dry mouth, chest pain, headaches and rapid breathing (aldrin, 2014). in school, many factors that can trigger anxiety among student. the curriculum target is too high, the learning climate is competitive, the provision of tasks that are very solid, as well as a rigorous assessment system are factors that cause anxiety. furthermore, the environment factors of students do not support each other and can not help solving problems encountered while attending the learning process in class and when completing homework. therefore it is necessary to have an essential effort in dealing with issues encountered by students in facing exam both before and after. a method to reduce anxiety when facing exam is to use group counseling service. group counseling provides students with more opportunity to know themselves better through interactive activities. an individual can develop awareness or strength that is still hidden, interests, abilities and needs by participate group counseling (corey, 2013). this service can be used as a vehicle for making positive contributions for students' social behavior to be directed to be more positive and can reduce student anxiety. group counseling service is a service that is used in groups guided by an expert counselor by inviting group members to overcome the problem (wibowo, 2005). group counseling is a dynamic interpersonal process that focuses (concentrates) on the awareness of thinking and behavior, involves a therapeutic function, oriented to reality; there is mutual trust in trust, there is understanding, there are acceptance and assistance (prayitno, 2005). group counseling activates group dynamics to discuss various things that are useful for personal development and alleviate individual problems that become participants in group activities. based on the phenomenon in the field, authors obtained information that the group counseling services carried out at pgri junior high school 1 palembang were not optimum. this is reinforced by the statement of one of the guidance and counseling teachers that the teacher has provided services on exam preparation, learning strategies, and other learning skills. however, students still have anxiety in facing exam. this is because guidance and counseling teachers as group leaders still use the conventional method, which is one approach for all problems, it causes group members become bored quickly. the implementation of group counseling is also incidental and casuistic, and a particular method for reducing anxiety in the face of student exams is not yet available. the condition of counseling and guidance services, especially group counseling services is supposed to be one of the causes of high anxiety in facing exam. therefore, authors decided to to conduct group counseling activities with instrumental music-assisted relaxation techniques. the relaxation is a technique to arizona arizona, nurlela nurlela, zhila jannati 35 islamic guidance and counseling journal vol. 2, no. 1, pp. 33-39, january 2019 reduce emotional responses that are frightening, worrying or unpleasant through activities that are contrary to those responses (willis, 2004). school is one place for the implementation of education, in which the teaching and learning process takes place and the counseling processes, but the execution of group counseling has been carried out conventionally and has not used specific techniques to help students develop themselves and solve student problems. judging from the perspective of guidance and counseling, it is clear that the teacher's task of guidance and counseling is needed to solve the problem of students in school. besides that, it is also to guide, to direct, to develop and to establish the potential of participants until students are confident in their abilities. related with the improvement of the quality of education in the globalization era, the government always improves the work of teachers and the results of the teaching and learning process by demanding values that must be complete or exceed the minimum completeness criteria for students. focus in the learning process is the basis for developing knowledge and the potential that exists in students, but the results we get are sometimes not the same as the goals we want to achieve in the learning process, such as anxiety because the fear of failure is one of the factors that inhibit the process. obstacles that arise, one of which derives from within the students, besides that, the outside factors of students can influence the learning outcomes they want to achieve, and if the obstacles that arise in the activities or learning process are not addressed or not repaired it will appear another problem in the students themselves. the relaxation technique is the technique in counseling guidance where this technique can help relax students by assisted by musical instrumental that can reduce stress levels in humans. group counseling with relaxation techniques to reduce students' anxiety in facing exam emphasizes the basic assumptions of relaxation techniques. the basic assumption underlying this technique is that responses to anxiety can be learned or conditioned, and can be prevented by providing substitutions in the form of unfriendly activities. this procedure is used primarily for anxiety and avoidance reactions. this includes analysis of the first behavior of a stimulus that causes anxiety and the construction of a hierarchy of situations that produce anxiety; then relaxation procedures are taught, and scenarios are imagined, from conditions presented in the order from the lightest to the most threatening. the stimulus that produces anxiety is repeatedly paired with relaxed exercise until the relationship between incentives and responsiveness to anxiety disappears. the research study recognizes that systematic desensitization that strengthens the assumptions above are: research found that systematic desensitization techniques and behavioral techniques can reduce exam anxiety in students (otta & ogazie, 2014), biofeedback relaxation training programs in educational contexts could be a way of reducing anxiety and improving academic performance (aritzeta et al., 2017), and another findings confirm the effectiveness and efficacy of cognitive therapy in managing anxiety and depression and improving academic performance, and when combined with relaxation technique, the combination optimizes academic performance (akinsola & nwajei, 2013). despite of those research had found the effectiveness of relaxation on reduce anxiety and improve academic performance, but none of them had stated clearly about the effectiveness on reduce exam anxiety. based on the problems mentioned above, the authors present an experimental study to determine the effectiveness of group counseling with relaxation group assisted by instrumental music to reduce students' anxiety in facing the school exam. the hypotheses of the research are the treatment is not effective to reduce students as null hypothesis, otherwise the treatment effective as alternative hypothesis. relaxation technique within group counseling to reduce student's anxiety on facing exam 36 islamic guidance and counseling journal vol. 2, no. 1, pp. 33-39, january 2019 methods the research method used in this study was quasi-experiment with the non-equivalent design group control. this form of the experiment was used to reduce the difficulty of determining the control group in the study (sugiyono, 2013). this non-equivalent method of control group design is a method that conducts pre-test first without randomly selecting both the control group and the experimental group so that the results of the treatment can be known more accurately. the steps of research are; 1) preparation of the experimental group, 2) giving the pretest in the experimental group 3) giving treatment or treatment to the experimental group 4) giving posttest in the experimental group, 5) the final effectiveness of group counseling with relaxation techniques assisted by instrumental music to reduce the anxiety of students when facing exam. the population in this study were students of pgri junior high school 1 palembang, with a total sample of 18 students of class viii. sampling in this study used purposive sampling technique. research data obtained from students' anxiety scale in facing exam consists of 9 indicators and 23 items tested for validity with 35 students and then interview with the guidance and counseling teacher to obtain information about how the service conducted at the place. the data were analyzed using wilcoxon test assisted by spss. results and discussion the description of the implementation of group counseling services based on the results of interviews with the counseling teachers. interviews conducted by researchers focused on data relating to group counseling planning, group counseling implementation, material or problems in group counseling, group counseling time and schedule, target in group counseling activities, evaluation and follow-up, supporting and inhibiting factors, assessment of the implementation of group counseling in the form of an immediate assessment. this research was to find out the high and low anxiety of students in facing the exam measured by the student's anxiety scale in facing the exam regarding students' anxiety in facing the exam. categories used to determine students' anxiety in facing exams are high, medium, low, less. for the implementation of the intervention and the subject of the research carried out at pgri junior high school 1 palembang with the consideration that of the seven indicators of student's anxiety in facing the exam, most experienced by pgri junior high school 1 palembang students. for this reason, this research was carried out at pgri junior high school 1 palembang. measurement experiment (n=18) pretest m 124 sd 3.64387 posttest m 67 sd 3.86580 z -2.668 p .008 (<0,05) table 1. mean, standard deviation and wilcoxon test result furthermore, the effectiveness test of the group counseling service model with relaxation techniques assisted by instrumental music to reduce students' anxiety in facing the exam was analyzed with wilcoxon test through the spss program. wilcoxon's test requirement is the difference between two groups of data with normal distribution. the researcher must first test the normality of the differences between the two groups. the researcher tested the normality with shapiro wilk and obtained a significant value of 0.005 arizona arizona, nurlela nurlela, zhila jannati 37 islamic guidance and counseling journal vol. 2, no. 1, pp. 33-39, january 2019 (p>0.05) meaning that the data is normal. then the analysis was performed with the wilcoxon test. the following will be elaborated on the results of the effectiveness testing of the group counseling service model with relaxation techniques assisted by instrumental music to reduce students' anxiety in facing the exam. wilcoxon test results are described in table 1. based on the results of the wilcoxon test obtained asymp.sig. (2-tailed) of 0.008 with the significant 5% then 0.008<0.05 so that the null hypothesis is rejected and the alternative hypothesis is accepted, it is concluded that the group counseling model with technique relaxation assisted by instrumental music proved to be effective for reducing the anxiety of students in facing exams. group counseling with relaxation techniques assisted by instrumental music can be used in reducing the anxiety of students in facing exams. conducted in group counseling situations in group dynamics so that students are useful in expressing problems regarding students' anxiety in facing the test together with other students. through the stages of group counseling, namely: 1) the opening stage, 2) the transition stage, 3) the activity phase, 4) the termination stage. relaxation techniques assisted by instrumental music will be carried out in the 3rd stage (activity stage) in group counseling. at the activity stage in group counseling, group leaders will provide relaxation techniques assisted by instrumental music to reduce the anxiety of students facing exams as group members. group members will be given topics discussed at each meeting in each group counseling session. the topics were finally able to reduce indicators in students' anxiety in facing the exam. at the activity stage in group counseling, group leaders will provide relaxation technique strategies assisted by instrumental music to reduce students' anxiety in facing the exam. based on the results of the study, it was found that there was a significant difference between the average score scores of students 'anxiety in facing the exam before receiving group counseling services and the average score of students' anxiety in facing the exam after receiving group counseling services. the implementation of group counseling services with relaxation techniques assisted by instrumental music is effective in reducing the anxiety of students facing exams. based on the results of data analysis with wilcoxon test, the purpose of the group counseling model with relaxation techniques assisted by instrumental music to reduce students 'anxiety in facing the exam has been achieved, namely with the changes from the results of the initial evaluation and the results of the final evaluation on students' anxiety in facing the exam owned by the eighth grade students of pgri junior high school 1 palembang. this research is supported by the results of study that stated music is always associated with a healthy mind which states that music is a sound that we often hear, music can entertain the soul, arouse enthusiasm and clear the mind (baker & bor, 2008; salim, 2006). authors need to emphasize that utilized music in this research is slow and soft instrumental. music makes one able to express themselves freely, and music can make people smarter, reduce memory, reduce creativity, nourish the body, reduce emotional intelligence, etc. furthermore, this findings are consistent with systematic desensitization techniques and behavioral techniques can reduce exam anxiety in students (otta & ogazie, 2014), biofeedback relaxation training reduce anxiety and improving academic performance (aritzeta et al., 2017), and the combination of relaxation technique with cognitive behaviour therapy optimizes academic performance (akinsola & nwajei, 2013). the result of this research important in enriches the literature on treatment anxiety. the relaxation technique within group counseling asked the counselee to associate relaxing situation or comfortable and steady state then visualized it when have to face anxious situations. thus, the anxiety would disappear by little or disappear at all. therefore, guidance and counseling teacher or school counselor should consider to implement this method at their workplace to help student with anxiety particularly when facing exam. relaxation technique within group counseling to reduce student's anxiety on facing exam 38 islamic guidance and counseling journal vol. 2, no. 1, pp. 33-39, january 2019 this research limitation was not conduct a long term assessment, so researcher did not know whether the impact of treatment will permanent or temporarily. therefore, authors suggested for further investigation should conduct continuously assessment after posttest to confirm the long term impact of the treatment. conclusions based on the result of the research, group counseling with relaxation technique assisted with instrumental music significance to reduce students’ anxiety when facing exam. the result of this research has enriches the empirical based literature and practical on treatment anxiety. thus, this method should be considered by mental health service practitioners as their helping technique. acknowledgments the authors present their sincere appreciation goes to everyone who has contributed their precious time and thought on improving the contents of this article. author contributions statements the idea of this research was came from aa. the investigation started with analyzing the phenomenon of examination anxiety and theories within this narrow the area. nn was helping aa to collect the data with psychological scale and interview with the guidance and counseling teachers. zj kept collecting literatures within the field of the study as aa and nn collecting the data. the report of this study was written by aa, nn and zj respectively to check and recheck if there was missing from the investigation. references akinsola, e. f., & nwajei, a. d. 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(2019) first publication right : © islamic guidance and counseling journal this article is under: https://doi.org/10.1016/j.appet.2016.07.024 https://doi.org/10.25273/counsellia.v7i2.1852 http://wjer.org/wjer_vol.%201,%20no.%203,%20august%202014/effects%20of%20systematic.pdf http://wjer.org/wjer_vol.%201,%20no.%203,%20august%202014/effects%20of%20systematic.pdf https://doi.org/10.1016/j.physbeh.2006.09.017 http://www.worldcat.org/title/terapi-musik-teori-dan-aplikasi/oclc/298415651 https://shopee.co.id/buku-metode-penelitian-kuantitatif-kualitatif-dan-r-d-sugiyono-alfabeta-i.3046560.427625911 https://scholar.google.co.id/scholar?oi=bibs&hl=en&q=related:73qzxqyi4kkj:scholar.google.com/ https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&q=willis%2c+s.+s.+%282004%29.+konseling+individual+teori+dan+praktek.+bandung%3a+alfabeta.&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: hatta, k., yati, a. m., indra, s., azhari, 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). https://doi.org/10.25217/igcj.v6i1.3132 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung impact of resilience and coping strategy on posttraumatic symptoms among muslim university students kusmawati hatta*, abizal muhammad yati, syaiful indra azhari azhari, muslima muslima universitas islam negeri ar-raniry, indonesia kusmawati.hatta@ar-raniry.ac.id* article information: received november 11, 2022 revised january 09, 2023 accepted january 27, 2023 keywords: coping strategy; muslim university students; post-traumatic symptoms; resilience abstract this study examined the association between resilience and coping strategies on post-traumatic stress symptoms in muslim university students. the study used a cross-sectional design and gathered data from 1157 participants using four questionnaires. the results showed that higher levels of resilience were related to higher coping strategies and lessened post-traumatic stress symptoms. in comparison, higher levels of coping strategies were correlated with lower levels of post-traumatic stress symptoms. in addition, the regression analysis revealed that resilience and coping strategies were significant predictors of posttraumatic stress symptoms, with resilience predicting lower levels of posttraumatic stress symptoms and coping strategies predicting higher levels. these findings suggest that interventions focusing on improving resilience and coping strategies may help reduce post-traumatic stress symptoms among muslim university students. however, further research is needed to confirm these findings and examine this association's underlying mechanisms. introduction post-traumatic stress disorder (ptsd) is a condition that cause harm in psychological aspect of an individual that can materialize following a person's involvement in or exposure to a disturbing event, such as a natural disaster, assault, or armed conflict (bryant, 2019; durodié & wainwright, 2019). indication of ptsd include reliving the disturbing event, avoiding anything that cause to remember the person of the circumstance, and being easily agitated or startled (roehr, 2013). these symptoms can interfere with daily functioning and cause significant distress. ptsd is a significant public health issue, for instance, estimated prevalence of 3.6% (kayiteshonga et al., 2022). university students may be more vulnerable to experiencing traumatic events and subsequently developing ptsd due to their high levels of stress and potential exposure to traumatic experiences, such as accidents or sexual assault, during this phase of their development (cusano et al., 2021; pinchevsky et al., 2020). in fact, studies have found that the prevalence of ptsd among university students ranges from 3% to 38% (song et al., 2021; tang et al., 2020). this study focuses on ptsd because it is commonly experienced after traumatic events and can negatively affect individuals' well-being and functioning. the covid-19 pandemic may have also contributed to an increase in ptsd among muslim university students due to the stress and uncertainty it has caused (song et al., 2021; tang et al., 2020). it is important to https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3132 mailto:kusmawati.hatta@ar-raniry.ac.id https://orcid.org/0000-0002-6218-9676 https://orcid.org/0000-0002-1571-9697 https://orcid.org/0000-0002-1108-9237 https://orcid.org/0000-0003-1260-9692 https://orcid.org/0000-0002-7308-9785 hatta, k., yati, a. m., indra, s., azhari, a., & muslima, m. 19 islamic guidance and counseling journal vol. 6, no. 1, pp. 18-27, 2023 examine the role of the pandemic on the development of ptsd in this population, as well as the coping strategies and experiences of these students. muslim university students may be particularly vulnerable to post-traumatic symptoms due to the unique challenges they face, such as religious and cultural discrimination, as well as exposure to traumatic events in their home countries or communities (tineo et al., 2021). furthermore, discrimination they received as minority groups would also lead to traumatic experience. in addition, the cultural and religious context of muslim societies may influence the ways in how one’s cope with traumatic events and the development of ptsd (gardner et al., 2014; shirazi et al., 2011). however, research on the mental health of muslim university students is limited, and there is a need for more studies to fill this gap within the literature. resilience, also known as the capability to adapt and bounce back from adversity has been identified as a principal factor in the development and maintenance of mental health disorders, including ptsd (bonanno, 2004; masten, 2001). researchers have conceptualized resilience as a multidimensional construct, with dimensions including emotional regulation, problem-solving, social support, and self-esteem (luthar et al., 2000). resilience is an significant factor in the evolvement and maintenance of the trauma, with research constantly discover that higher levels of resilience are related with higher quality of mental health aftereffect and lower risk of developing ptsd following a distressing circumstance (bonanno, 2004; luthar et al., 2000; thompson et al., 2018). furthermore, research has indicated that resilience and coping strategies can influence an individual's risk of developing ptsd and their overall mental health following a traumatic event. it has been found that higher levels of resilience and more effective coping strategies can lead to a decreased likelihood of developing ptsd and better mental health outcomes (thompson et al., 2018). however, the relationship between resilience, coping strategies, and post-traumatic symptoms among muslim university students has not been thoroughly investigated. additionally, some research has shown that resilience can predict post-traumatic growth, a positive psychological outcome that can come off later a distressing event (brooks et al., 2018; duan et al., 2015). however, it is necessary to address that the relationship between resilience and ptsd is complex and may be affected by other variables, such as coping strategies, social support, and the severity and type of traumatic event experienced. research in the future should continue to investigate the role of resilience in the development and maintenance of ptsd, particularly among university students, and should consider the multidimensional nature of resilience and the potential moderating effects of other variables. coping strategy make reference to the ways in which an individual response to tension. there are different types of coping strategies, including coping that focusing on the problem (e.g., problem-solving), coping that focusing on the emotion (e.g., avoiding the problem), and avoidance coping (e.g., denying the problem prevail avoiding thinking about the problem) (carver et al., 1989). research have found that different coping strategies are correlated with different mental health outcomes. for example, problem-focused coping has been constitute to be related with higher quality of mental health outcomes and less distress (guo et al., 2013), while avoidance coping has been found to be related with worse mental health outcomes and increased distress (boals et al., 2011). in the context of ptsd, effective coping strategies have been found to be good predictor to isolate the development of ptsd and make better mental health outcomes (boals et al., 2011; bonanno, 2004; guo et al., 2013). there is evidence to suggest that the way individuals cope with stress and adversity may impact the likelihood of developing trauma and other mental health outcomes. researchers have found that more adaptive coping strategies, such as focusing on the problem and seeking support of social, are related to a lower risk of developing ptsd and better mental health outcomes following a traumatic event (bonanno, 2004; guo et al., 2013). on the other hand, maladaptive coping strategies, such as avoidance and substance abuse, have been linked to impact of resilience and coping strategy on post-traumatic symptoms among muslim university students 20 islamic guidance and counseling journal vol. 6, no. 1, pp. 18-27, 2023 higher levels of ptsd symptoms and poorer mental health outcomes (boals et al., 2011). interventions that focus on improving coping skills could be effective in reducing ptsd symptoms (salloum & overstreet, 2012; seedat, 2012). there is a limited amount of research specifically examining the impact of resilience and coping strategies on post-traumatic symptoms among muslim university students. however, there is some proof to indicate that these constituent may be important for this population, for instance muslim university students showed that higher levels of resilience were related with lessen levels of ptsd symptoms (burnett & helm, 2013; thabet et al., 2015). some studies also found that the use of adaptive coping strategies was related to lower levels of ptsd symptoms, while the use of maladaptive coping strategies was associated with higher levels of symptoms (gardner et al., 2014). there is research to suggest that resilience and strategy of coping may have a particularly high impact on the development of pts among university students. a study conducted in indonesia found that muslim university students who reported higher levels of resilience and used more adaptive coping strategies had lower levels of pts following a natural disaster (wati & wulan, 2018). it is important to note that cultural factors, such as religious faith and practices, may regulate a person's resilience and strategy of coping. for example, research has shown that certain islamic practices, such as salat (daily prayers) and dhikr (remembrance of god), may enhance resilience and coping among muslim individuals (uyun & witruk, 2017). rationale of the study this study is novel in the following way, to the knowledge of the authors it is the initial study to examine the relation between resilience, coping strategy, and post-traumatic symptoms among muslim university students after covid-19 pandemic. the pandemic may have also contributed to an increase in ptsd among muslim university students due to the stress and uncertainty it has caused. the study gives to the limited research on the mental health of muslim university students and assists to filling a gap in the literature. the results of this study potentially would inform the development of culturally meaningful interventions to facilitate the mental health and well-being of muslim university students. objectives the aim of this study is to investigate the relationship between resilience, coping strategy, and post-traumatic symptoms among muslim university students. understanding these relationships can inform the development of interventions to support the mental health of muslim university students and to promote resilience and effective coping strategies. methods design a cross-sectional research design involves collecting data from a sample at a single point in time. this type of design is useful for examining relationships between variables and for understanding the characteristics of a population at a specific point in time. in a cross-sectional study, the researcher selects a sample and administers a survey or other data collection tool to gather information about the variables of interest. the data collected in a cross-sectional study can be analyzed using statistical techniques to examine the relationships between variables and to describe the sample characteristics. participants the research involves 1157 participants, with 838 females and 319 males. the age mean of the participants was 20.20 with standard deviation of 1.97. authors used convenience sampling, which involves selecting participants who are easily accessible or available. hatta, k., yati, a. m., indra, s., azhari, a., & muslima, m. 21 islamic guidance and counseling journal vol. 6, no. 1, pp. 18-27, 2023 instruments this study used four questionnaires: a demographic questionnaire, a resilience questionnaire, a coping questionnaire, and a post-traumatic stress symptoms questionnaire. in addition to the demographic questionnaire, the other instruments were adaptations obtained from various credible sources. the authors used a four-step adaptation process before the instruments could be used for data collection (hernández et al., 2020). these four steps were: 1) translation into indonesian, 2) back-translation into english, 3) evaluation of the accuracy of the translation, and 4) validation testing. this process was used to ensure the validity and reliability of the adapted instruments for use in this study. demographical questionnaire in this study, authors used several questions to obtain demographical information of the participants. for further information please see table 1. in the table 1, authors present the characteristics of the participants. resilience in their study, smith et al. (2008) developed and validated a measure of resilience called the brief resilience scale (brs). the brs is a 5-item self-report measure that assesses an individual's ability to adapt and recover from adversity. in the present study, one item added so there were total 6 items for brs. the brs was used to assess resilience in the sample. participants completed the brs as part of a larger battery of measures assessing mental health outcomes following trauma, in particular after covid-19 pandemic. scores on the brs were used to examine the relationship between resilience and ptsd. the reliability of the brs was found to be .71. coping strategy the cope inventory (carver et al., 1989) is a tool used to assess how individuals cope with stress or challenges. it is made up of 28 items that measure three dimensions of coping: problem-focused, emotion-focused, and disengagement. problem-focused coping refers to coping strategies that involve actively addressing or solving the stressor, such as actively coping, planning, or seeking social support. emotion-focused coping involves coping strategies that involve managing or regulating one's emotions, such as accepting the situation, seeking emotional support, or focusing on positive aspects of the situation. disengagement coping involves coping strategies that involve avoiding or distancing oneself from the stressor, such as denying there is a problem, avoiding the problem, or diverting attention from the problem. the reliability of the cope inventory was found to be .793. post-traumatic stress disorder to assess post-traumatic stress disorder (ptsd), the ptsd-8 (hansen et al., 2010) was administered to participants. the ptsd-8 consists of 8 items, each assessing the presence of a specific ptsd symptom on a 4-point likert scale (1 = "never," 4 = "almost everytime"). the ptsd-8 has been found to have good reliability and validity in previous research (hansen et al., 2010). in the present study, the item of ptsd-8 was added so there were 9 items in total and administered to participants as part of a larger battery of measures assessing mental health outcomes following a traumatic event. the reliability of the scale was found to be .878. procedures after obtaining permission from research institute of universitas islam negeri arraniry aceh, indonesia to conduct the research with decree number b08/un.08/lp2m.1/tl.0.1/1/2023, the authors began designing the research activities to be impact of resilience and coping strategy on post-traumatic symptoms among muslim university students 22 islamic guidance and counseling journal vol. 6, no. 1, pp. 18-27, 2023 carried out. first, the authors prepared the instruments to be used and administered them into a google form. second, the authors, along with research assistants, distributed the url of the google form to potential participants. before participants completed the form, they were given an explanation of the purpose of the data collection, a statement of confidentiality, and were asked for their voluntary participation. third, after sufficient data from the participants was collected, the authors began data analysis. the data collection was conducted during october and early november 2022. data analysis data was analyzed using spss 24. descriptive analysis was used to present the characteristics of the sample population, including sociodemographic factors, fear, and anxiety. in order to conduct linear regression analysis, two criteria were used to assess the assumptions of the model. firstly, the data should be normally distributed. the authors used a q-q plot to determine if the data was normally distributed see figure 1). secondly, there should be no multicollinearity, which was assessed by looking at the variance inflation factor (vif) values being < 10 (alin, 2010). all vif values were < 10. these results indicated that all assumptions were met and that regression analysis could be conducted. results and discussion results based on the q-q plot (figure 1), it appears that the variables of resilience, coping strategy, and post-traumatic symptoms are normally distributed. this means that the distribution of these variables follows a bell curve pattern, with most of the values falling in the middle and fewer values at the extreme ends. normal distribution is important because it allows for the use of parametric statistical tests, which have stronger statistical power and can be more precise in detecting relationships between variables. figure 1. data distribution in each variable based on the information presented in table 2, there are two positive relationships and one negative relationship between the variables. the relationship between resilience and coping strategy is indicated to have a positive correlation (r = .167, p < .01), followed by a positive correlation between coping strategy and post-traumatic symptoms (r = .360, p < .01). a negative correlation was found in the relationship between resilience and post-traumatic symptoms (r = -.270, p < .01). the results of the regression test can be seen in table 3. the proposed model (f (2) = 184.025, p = .000, r2 = .242) predicts 24.2% of post-traumatic symptoms. both variables are significant predictors of post-traumatic symptoms, with resilience (β = -.340, p = .000) predicting post-traumatic symptoms negatively and coping strategy (β = .417, p = .000) predicting post-traumatic symptoms positively. hatta, k., yati, a. m., indra, s., azhari, a., & muslima, m. 23 islamic guidance and counseling journal vol. 6, no. 1, pp. 18-27, 2023 table 1. characteristics of participants (n = 1157) variables n gender male female age living area urban sub-urban rural siblings 1 2 >3 spending per month (idr) <500.000 500.000 1.000.000 1.000.000 – 1.500.000 1.500.000 – 2.000.000 >2.000.000 residence boarding house with relatives with parents freelancer yes no 838 319 mean = 20.20, sd = 1.97 396 197 564 42 230 847 236 420 269 134 98 736 109 312 232 925 table 2. mean, standard deviation, and pearson correlation (n = 1157) variables m sd coping strategy post traumatic resilience 18.60 5.092 .167** -.270** coping strategy 73.86 10.121 .360** post traumatic 22.93 6.652 **. correlation is significant at the .01 level (2-tailed). table 3. results of multiple liner regression analysis with post traumatic as dependent variable (n = 1157) variables b se β t p resilience -.444 .034 -.340 -13.061 .000 coping strategy .274 .017 .417 16.031 .000 post traumatic as dv df f r2 adj. r2 p 2 184.025 .242 .240 .000 discussion the purpose of this investigation was to study the relationship between resilience, strategy of coping, and post-traumatic symptoms among muslim higher education students. based on the results of this study, it proposes that resilience and coping strategies are significant factors in the growth of post-traumatic symptoms among muslim university students. the more heightened level of resilience was associated with both higher levels of coping strategies and lower levels of post-traumatic symptoms. similarly, higher levels of coping strategies were corresponding to lower levels of post-traumatic symptoms. our regression analysis further supports prior study findings, as both resilience and coping strategies were significant predictors of post-traumatic symptoms. these results suggest that interventions aimed at increasing resilience and effective coping strategies may be effective in lessening posttraumatic signs among muslim university students. impact of resilience and coping strategy on post-traumatic symptoms among muslim university students 24 islamic guidance and counseling journal vol. 6, no. 1, pp. 18-27, 2023 previous research has shown that individuals with higher levels of resilience tend to be less affected by ptsd and have better overall mental health outcomes. these current findings align with those previous studies on resilience and coping strategies in relation to ptsd (brooks et al., 2018; duan et al., 2015; song et al., 2021; thompson et al., 2018). additionally, research has revealed that utilizing effective coping strategies can anticipate the onset of ptsd and lead to improved mental health outcomes (shirazi et al., 2011; thabet et al., 2015; wati & wulan, 2018). this current study adds to the existing research by demonstrating that resilience and coping strategies are crucial factors in deciding the presence and severity of post-traumatic symptoms among muslim university students (burnett & helm, 2013; gardner et al., 2014; thabet et al., 2015). it is important to consider the cultural context in which these relationships are occurring, particularly in the case of muslim university students. cultural factors, such as religious beliefs and practices, may influence an individual's resilience and coping strategies. for example, research has suggested that certain islamic practices, such as salat (daily prayers) and dhikr (remembrance of god), may enhance resilience and coping among muslim individuals (uyun & witruk, 2017). further research is needed to examine the role of cultural factors in the relationship between resilience, coping, and post-traumatic symptoms among muslim university students. the findings of this study can be understood in the context of several theories of resilience and coping. the stress and coping model (folkman & moskowitz, 2004) suggests that coping strategies play a crucial role in the relationship between stress and mental health outcomes. the present study supports this idea, as the results showed that coping strategy was a positive predictor of post-traumatic symptoms. in addition, the social ecological model of resilience (luthar et al., 2000) posits that resilience is influenced by multiple levels of the social and environmental context, including individual, familial, and societal factors. the present study provides support for this model, as the results showed that individual-level factors (i.e., resilience and coping strategy) were important predictors of post-traumatic symptoms among muslim university students. implications the implications of this study are important for the development of interventions to support the mental health of muslim university students and to promote resilience and effective coping strategies in this population. the results suggest that interventions that focus on increasing resilience and promoting effective coping strategies may be effective in reducing post-traumatic symptoms among this population. in addition, the finding that coping strategy moderates the relationship between resilience and post-traumatic symptoms suggests that interventions that address both resilience and coping skills may be more effective in reducing post-traumatic symptoms compared to interventions that focus on only one of these factors. limitation and future direction there are limitations in this study. first, the cross-sectional design does not allow for causality to be established. it is possible that post-traumatic symptoms may influence resilience and coping strategy rather than the other way around. second, the sample is limited to muslim university students from a single university, and the findings may not be generalizable to other populations. third, the measures used are self-reported and may be subject to response biases. finally, this study does not take into account the cultural context in which the participants are situated. culture can influence the ways in which individuals experience and cope with traumatic events and may impact the development of post-traumatic symptoms. future study should aim to filling the gaps that being explained in the limitations. for example, longitudinal studies are needed to examine the causal relationships between resilience, hatta, k., yati, a. m., indra, s., azhari, a., & muslima, m. 25 islamic guidance and counseling journal vol. 6, no. 1, pp. 18-27, 2023 coping strategy, and post-traumatic symptoms among muslim university students. in addition, research with larger and more diverse samples is needed to further explore the relationships between resilience, coping strategy, and post-traumatic symptoms among muslim university students. furthermore, culture should be considered as predictors that could influence traumatic, coping, and resilience relationship. finally, research on the effectiveness of interventions to increase resilience and promote effective coping strategies among muslim university students is needed to inform the development of culturally relevant interventions for this population. conclusion it appears that resilience and coping strategy have a significant impact on post-traumatic symptoms among muslim university students. in addition, both resilience and coping strategy were found to be significant predictors of post-traumatic symptoms in the regression analysis, with resilience predicting post-traumatic symptoms negatively and coping strategy predicting post-traumatic symptoms positively. these findings suggest that interventions aimed at increasing resilience and coping strategies may be effective in reducing post-traumatic symptoms among muslim university students. however, it is important to note that further research is needed to confirm these results and to examine the mechanisms underlying these relationships. acknowledgment we would like to express our gratitude to everyone who participate in the study for their generosity in giving their time to take part in this study. we would like to acknowledge the funding sources that made this research possible, universitas islam negeri ar-raniry aceh. author contribution statement all authors equally contributed to conduct the research and write the article. references boals, a., vandellen, m. r., & banks, j. b. 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(2018). gambaran efektivitas penerapan cognitive behavior therapy pada korban bencana dengan ptsd (post-traumatic stress disorder). real in nursing journal, 1(3), 95. https://doi.org/10.32883/rnj.v1i3.473 copyright holder : © hatta, k., yati, a. m., indra, s., azhari, a., & muslima, m. first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.2991/jegh.k.201016.001 https://doi.org/10.1016/j.jad.2020.05.009 https://doi.org/10.1016/j.jad.2017.08.049 https://doi.org/10.1080/15299732.2020.1869086 https://doi.org/10.1201/9781315269184-28 https://doi.org/10.32883/rnj.v1i3.473 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: sutarto, s., warsah, i., khotimah, k., prastuti, e., & morganna, r. (2022). adaptation of the cognitive and affective mindfulness scale (cams-r) to indonesian version and its validation: muslim mothers-data driven. islamic guidance and counseling journal, 5(1). https://doi.org/10.25217/igcj.v5i1.2590 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung adaptation of the cognitive and affective mindfulness scale (cams-r) to indonesian version and its validation: muslim mothers-data driven sutarto sutarto1*, idi warsah1, khusnul khotimah2, endang prastuti3, ruly morganna1 1institut agama islam negeri curup, indonesia 2universitas islam negeri prof. kh. saifuddin zuhri purwokerto, indonesia 3universitas negeri malang, indonesia sutarto@iaincurup.ac.id* article information: received february 28, 2022 revised june 4, 2022 accepted july 17, 2022 keywords: adaptation; cams-r; muslim mothers; validation abstract cams-r is a measurement instrument designed for normal adult participants. there have been a few studies conducting lingua-cultural adaptation of cams-r in the indonesian context, but such studies have not touched on the discourse of muslim mothers. accordingly, this study aimed to conduct linguistic adaptation of cams-r by translating it into bahasa indonesia. also, it aimed to examine the measurement model to find whether the structure of cams-r was confirmed relevant to empirical data or not. at the stage of forward translation, this study involved 5 participants, namely two translators and three psychologists with doctoral academic qualifications. the stage of back translation engaged 3 participants, namely a bachelor in english and two linguistics experts. the pilot study incorporated 10 readers, and the try-out involved 103 muslim mothers between the ages of 20-40 years old. data analysis used confirmatory factor analysis (cfa). results demonstrated that the measurement of mindfulness construct had high goodness of fit. the results of model fit evaluation indicated chi square of 8.742 (p=.557), gfi of .976, agfi of .932, cfi of 1.000, tli of 1.014, and rmsea of .000. the foregoing depicted a good fit of goodness. cams-r contained 12 items and left 7 items with loading factors above 0.5. (.585 – .887). composite reliability (cr) sub-scale resulted in the scores of .713 – .785, and its overall cr scale was .936 and ave of .736 – .739. the foregoing data indicated good convergent and discriminant validity. this study emphasized that cams-r could ideally be used to measure mindfulness for the indonesian population of muslim mothers between the ages of 20-40 years. introduction a challenging case leading to a huge trouble due to the covid-19 pandemic is one related to stress management, especially for muslim mothers in indonesia. we intentionally address muslim mothers in this study since they are part of muslim population as the biggest religious population in indonesia (warsah et al., 2019) and as the most observable for the purpose of our study. the covid-19 pandemic has trapped indonesian muslim mothers at a higher level of stress because they have to not only take care of house chores but also play another role as a contemporary teacher to teach their children while undertaking their online learning. in fact, such a teaching role is not something easy to be played because not all of https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v5i1.2590 https://orcid.org/0000-0001-5386-1558 https://orcid.org/0000-0002-9406-1415 https://orcid.org/0000-0002-7734-6523 https://orcid.org/0000-0001-9049-6043 https://orcid.org/0000-0002-2188-2511 mailto:sutarto@iaincurup.ac.id sutarto, s., warsah, i., khotimah, k., prastuti, e., & morganna, r. 41 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 muslim mothers have pedagogical knowledge and competences. in the meantime, teaching in the context of online learning requires both pedagogical and technological knowledge and competences (asha et al., 2022; hamengkubuwono et al., 2022; warsah et al., 2021). such a situation faced by muslim mothers, by nature, triggers the increase in their psychological stress. during a preliminary study we conducted using interviews with some accessible muslim mothers, they reported a couple of cases demonstrating the impacts of the covid-19 pandemic on their psychology as depicted in the following verbatim records: “the urge of teaching my elementary school child due to this pandemic really makes me suffer from anxiety. you know, i have a psychological background of obsessive-compulsive disorder (ocd), and such an urge of taking another responsibility like teaching my child with my incompetent pedagogy leaves me very stressful. this subsequently triggers my ocd intrusive thoughts. before this situation happened, i could handle my ocd from the cbt therapy i already received, and i was quite competent at practicing cbt. however, a different surge of challenging situation where i have to teach my child like a teacher drives me more stressful, and unfortunately now i am feeling weird because my ocd intrusive thoughts and compulsions kind of attack me back with a more powerful rumination in my mind.” (interview with muslim mother a) the muslim mother a in the above transcript has already stated that she has an ocd background, but she used to be able to deal with it by means of cbt procedures she has learned from her psychiatrist. however, a sudden stressful condition due to the covid-19 pandemic by which she has to be a teacher for her child, beyond her pedagogical incapability, she finally felt that her ocd got worse again. another case we could solicit from the field during the preliminary study is portrayed in the following transcript. “i am a housewife and a mother of three children. before the covid-19 stroke, my husband and i held a business together. we opened a shop around a traditional market not really far from our house. unfortunately, the local government has limited the duration for opening our shop, and it goes without saying that our economic condition is getting declined. you know, such a condition makes me so stressful, and i am now feeling that i cannot be so concentrated on doing my daily work because of over thinking about our economic trajectory. we hope there’ll be a great solution soon” (interview with muslim mother b) as shown in the above transcript, the muslim mother b demonstrated that she is suffering from distractions to concentrate on doing her daily work due to preoccupation about her family’s economic decline. regarding the first case, ocd, dealt with the muslim mother a, there have been a few studies which offer mindfulness practices as a solution to maintain the attacks of ocd intrusive thoughts and compulsions. for example, a study conducted by najwa (2017), a muslim psychiatrist, addressed the issue of ocd from the perspective of islam, in which ocd in islamic term is called was was al-qahri. in an islamic viewpoint, was was al-qahri is the whisper of satan that pops bad and sometimes blasphemous ideas in a muslim’s mind, so that the sufferer will feel that he/she has done sinful deeds. one’s psychological response to it will be similar to how an ocd sufferer deals with intrusive thoughts in a way that does compulsive activities. facing patients with was was al-qahri, one of the ways besides teaching patients the cognitive behavioral therapy (cbt) procedures, najwa (2017) also adaptation of the cognitive and affective mindfulness scale (cams-r) to indonesian version and its validation: muslim mothers-data driven 42 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 suggested her patients practicing mindfulness as an effective coping strategy. to be defined, mindfulness is to focus on "here and now" but not to get caught in preoccupations with experiences having already occurred or being anxious about things in the future that have not happened yet. the aspects of mindfulness are attention and awareness (brown & ryan, 2003). in a similar vein, in addressing the issue of ocd, potter and coyle (2017) offered a mindfulness strategy to help people who suffer from ocd. regarding the second case experienced by muslim mother b, blevins et al. (2021) and sood et al. (2019) also offered mindfulness as a coping strategy to deal with stress. the aforesaid studies showcased that mindfulness is one of the best practices to deal with ocd or was was al-qahri and daily psychological stress. however, in order that psychologists and psychiatrists can help patients with the mindfulness coping strategy, they have to possess an accurate assessment instrument which is empirically approved according to the patients’ context (matiz et al., 2020). the foregoing calls for the mindfulness instrument for the context of indonesian muslim mothers, so that the mindfulness coping strategy can be utilized in their contexts. such an instrument can be the standard of judging and evaluating the degree of one’s mindfulness level, so that further psychological treatments can be provided appropriately (chien et al., 2020). in the context of instrument development, there have been many studies which already construct the mindfulness instrument. for example, the initial scale for measuring mindfulness is the mindful attention awareness scale (maas) (brown & ryan, 2003), an instrument designed to measure differences in individuals’ mindfulness as a state based on the absence of mindless behavior. maas consists of two components, namely attention and awareness, which have been proven to have strong validity. however, psychometrically, it is still questionable because it measures the state of mindfulness indirectly. furthermore, mindfulness as a disposition is measured using the five facets mindfulness questionnaire (ffmq) (baer et al., 2004). the ffmq measures some aspects which subsume observing, describing, acting with awareness, non-judging, and non-reactivity. reviews of the literature prove that the ffmq is psychometrically acceptable (de bruin et al., 2012). mindfulness as a state is measured using the toronto mindfulness scale (tms) (lau et al., 2006). tms consists of two aspects, namely curiosity and de-centering. however, there is a weakness of tms, wherein self-regulation related to attention is not measured explicitly. besides, it is designed to measure respondents’ mindfulness after receiving mindfulness training (mbsr), meaning that it can only be applied to respondents in a limited setting. furthermore, cardaciotto et al. (2008) developed the philadelphia mindfulness scale (phl-ms), measuring two dimensions of mindfulness. the first dimension is present-moment awareness, which measures individuals’ attention and awareness of thoughts, feelings, perceptions and physical sensations. the second dimension is acceptance which measures experiential avoidance. phl-ms has been developed in clinical and non-clinical samples, but the weakness of phlms is that the acceptance subscale is formulated using a negative format, by measuring experiential avoidance. meanwhile, the aspects of non-reactivity and non-judgment are not included in the measurement. mindfulness measuring instruments such as the freiburg mindfulness inventory (fmi) (buchheld et al., 2001), the kentucky inventory of mindfulness skill (kims) (baer et al., 2004) and cams measure the concept of mindfulness broadly, but they are specifically for the respondents who are familiar with the principles of mindfulness. cams has a strength that measures multiple aspects of mindfulness in comprehensive and relatively short ways, and it is not limited to specific settings. nonetheless, the analysis of psychometric properties is considered necessary. therefore, feldman et al. (2007) developed a mindfulness measurement instrument called the cognitive and affective mindfulness scale (cams-r). as proposed by several experts such as feldman et al. (2007) and kabat-zinn (1990, 1994), cams-r is consistent with several definitions of mindfulness. cams-r has been developed sutarto, s., warsah, i., khotimah, k., prastuti, e., & morganna, r. 43 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 to measure the mindfulness constructs which consist of four aspects ranging from awareness, attention, focus on the present, to acceptance. each aspect has 3 items, so there are totally 12 items. the results of a study have proven that the 12 items of cams-r show acceptable internal consistency, and it is evident that they have convergent and discriminatory validity based on the measurement of mindfulness congruent with distress, emotional regulation, and well-being amongst tertiary student samples (feldman et al., 2007). rationale of current study the benefits of mindfulness to people’s lives have driven researchers to work massively on mindfulness in many ways. for instance, previous studies have addressed mindfulness as the practices to cope with unpredictable dynamics of life (stankov et al., 2020), to reach healthy life (braun et al., 2021), to take care of children for the sake of providing attentive parenting (cowling & van gordon, 2022), to provide qualified coaching in sport training (hägglund et al., 2021), to improve self-control (deroche, 2021), to gain healthy diet (shaw & cassidy, 2022), to acquire psychological well-being (prudenzi et al., 2022), and to enhance the joy of tourism (dutt & ninov, 2016). other studies have discussed mindfulness as psychological interventions or coping strategies to gain psychological healing (simpson et al., 2021) and to deal with long-term physical diseases (keyworth et al., 2014; zhang et al., 2022). another study conducted by kelly (2022) addressed the concept of mindfulness as a psychological treatment linear with other therapies such as cognitive behavioral therapy and dialectical behavioral therapy. some studies have positioned mindfulness as a sort meditational practice which contributes to the increase of sympathy (ridderinkhof et al., 2017) and the reduction of occupational stress (bolm et al., 2022). in the indonesian context, there have also been found some studies which address the topic of mindfulness. for instance, dyah and fourianalistyawati (2020) sought to see the role of mindfulness in supporting elderly well-being. subsequently, waty and fourianalistyawati (2018) probed into mindfulness as a practice to help youth cope with addiction associated with overused smartphones. studies on mindfulness, to some extent, also address the discourse of instrument development. a comprehensive and reliable instrument of mindfulness, thus far, has been represented by the cognitive and affective mindfulness scale (cams-r). cams-r is suitable for measuring mindfulness in normal adult participants. a study conducted by candrawati et al. (2018) has proven that cams-r has been an effective instrument which can provide an accurate measurement during the conduction of an experimentation. also, prastuti (2019) has confirmed that cams-r is an effective instrument contributing to the provision of accurate data required by her study in developing a subjective well-being model. literature shows that the lingual and cultural adaptation of cams-r instrument (feldman et al., 2007) has been done in several languages such as turkish (catak, 2012), chinese (chan et al., 2015), italian (veneziani & voci, 2015), and portuguese (teixeira et al., 2017). however, thus far, research on cams-r with the adaptation of language and culture to the indonesian version for indonesian population of muslim mothers, has not yet been conducted. accordingly, the purpose of this study is to adapt and validate feldman's et al. (2007) cams-r mindfulness measurement instrument to the indonesian version for indonesian muslim mothers as young adult respondents (20-40 years old). the rationale beyond the use of feldman's et al. (2007) cams-r mindfulness instrument is because its theoretical model subsumes comprehensive indicators which can help psychiatrists identify one’s degree of mindfulness and provide welloriented interventions for the one in need. the aforesaid indicators entail awareness, attention, focus on the present, and acceptance. adaptation of the cognitive and affective mindfulness scale (cams-r) to indonesian version and its validation: muslim mothers-data driven 44 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 aim and hypotheses of the study the present study aims to lingua-culturally adapt and validate feldman's et al. (2007) cams-r mindfulness measurement instrument to the indonesian version. the lingua-cultural adaptation of cams-r is conducted by translating the english version of cams-r into an indonesian version. the translation process takes account of both interlinguistic and intercultural equivalence. subsequently, the validation of the indonesian version of cams-r is carried out by using psychometric analysis. the samples involved in the foregoing analysis are those of indonesian muslim mothers as the population. these samples represent young adult respondents (20-40 years old). this study is essential because the theoretical model of cams-r is constructed from comprehensive indicators which can help psychiatrists identify one’s degree of mindfulness and provide well-oriented interventions for the one in need. the aforesaid indicators entail attention, present focus, awareness, and acceptance. the hypotheses of this study depict strong interconnections among these indicators, so that each of the indicators contributes to the strength of cams-r. in detail, the hypothetical patterns exhibit that attention is interconnected with present focus; attention is interconnected with awareness; attention is interconnected with acceptance; present focus is interconnected with awareness; present focus is interconnected with acceptance; and awareness is interconnected with acceptance. methods stage 1 of the study: lingual and cultural adaptation of cams-r participants the stage of lingual and cultural adaptation incorporated the participants consisting of two translators, three psychologists with doctoral academic qualifications, and one of them was a professor who had competencies related to measurement and mindfulness constructs. in addition, ten muslim mothers were involved at the pre-trial stage to provide an assessment of the indonesian version of cams-r concerning the comprehensibility of items and instructions contained in the cams-r scale. instrument the mindfulness measurement instrument adapted and validated in this study is feldman's et al. (2007) cognitive attention mindfulness scale-revision (cams-r). cams-r consists of 4 aspects, and each aspect consists of 3 items, so there are totally 12 items. participants were asked to provide an assessment of statements describing the state of mindfulness, on a scale of 1-5. in such a way, the high score depicts a person's high mindfulness state. cams-r was designed to measure mindfulness as a state covering 4 aspects of mindfulness, namely (1) awareness, associated with being aware of events and experiences, (2) attention, related to the focus on something, (3) present focus, associated with the focus on the current event or moment, and (4) acceptance, pertinent to accepting external events without giving judgments. procedure the procedure of cams-r cross-cultural adaptation consisted of 5 stages, namely translation, synthesis, back translation, expert committee review, and pre-testing (beaton et al., 2000). the stage of forward translation was to translate the original items of cams-r from english into indonesian. the translation stage in this study was carried out by two separate translators. both translators had competences in the field of english, with educational qualifications of bachelor’s and master’s degrees in english education. the synthesis stage was carried out by assessing the items of cams-r considered having high equivalence sutarto, s., warsah, i., khotimah, k., prastuti, e., & morganna, r. 45 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 related to concepts and language. the synthesis stage involved three experts in the field of the measured constructs, language, and culture in order to review the two translation versions of cams-r items produced by the two translators. reviews were carried out with the aim of assessing the equivalence between contents, concepts, and linguistics aspects across all items of cams-r based on the translation results of two translators. the stage of back translation was to reverse the translation of cams-r draft from indonesian to english. it was carried out by a professional translator with the academic qualification of master in english. furthermore, the expert committee stage referred to the process of adaptation, in which the results of back translation were compared with the original english items of cams-r. the purpose of this stage was to re-test the equivalence of meanings, by comparing the results of back translation with the original instrument and with re-translation results by experts in the field of language. furthermore, the writing of indonesian version items was modified to suit the indonesian style. the final result of this stage was in the form of cams-r with indonesian version. the last stage was the pre-testing stage or the so-called pre-try-out stage which aimed to verify the accuracy of translated items in terms of the clarity of test instructions, comprehensibility of items, and the ease of administering the test. the draft of cams-r instrument was given to ten readers. anchored in the input provided by the try-out participants, reformulation of the existing instructions was done by means of changing the use of words in order to be better and more precise according to indonesian language users. after improvements were made, the final form of cams-r with indonesian version was ready for use. the results of pilot study demonstrated that the respondents had no difficulty understanding the cams-r items. the final draft of cams-r with indonesian version was then laid out. subsequently, field trials were carried out with a broader number of samples. the foregoing aimed to obtain empirical evidence of the psychometric properties of the indonesian version of cams-r. stage 2 of the study: validation of the indonesian version of cams-r design and participants the validation of indonesian version of cams-r adopted a psychometric analysis design by conducting a confirmatory factor analysis (cfa). this study involved 102 muslim mothers as the participants. they aged between 20-40 years old, and their educational backgrounds ranged from high school to tertiary education. all participants also expressed their willingness to be the participants of this study as evidenced by filling out the statement letter of willingness to become research participants based on the informed consent principle. the foregoing aimed at providing protection regarding the confidentiality of participants’ data (nevid et al., 2005). data analysis the data were analyzed using cfa assisted by amos-20 software. the aim of analysis was to obtain the psychometric properties of cams-r by testing the validity evidence from the internal structure. in selecting items, the stages of analysis were split into 3 parts: initial item selection with the consideration of loading factor values; further item selection by considering the value of standardized residual covariance if the goodness of fit was not yet good; and final item selection with the consideration of getting a cfa model having a good fit of goodness. testing the accuracy of measurement model hypothesized in this study deployed some parameters, namely: goodness fit index (gfi), comparative fit index (cfi), tucker-lewis index (tli), and root mean square error of approximation (rmsea) (schumacker & lomax, 2010). the value of loading factor assigned as the acceptable minimum value was .50 (hair et al., 2019). subsequently, the stage of determining validity and reliability was carried out at some steps. the convergent reliability of the selected items adaptation of the cognitive and affective mindfulness scale (cams-r) to indonesian version and its validation: muslim mothers-data driven 46 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 was calculated based on the cronbach alpha coefficient, the composite reliability coefficient (cr), and the average variance extracted (ave) value. the minimum acceptable values of cr and ave as assigned in this study were .50 (hair et al., 2016). the accuracy of each selected item was confirmed resting upon the calculation results of discriminant validity and cross-loading value. results and discussion results (stage 1) the first stage of this study focused on the translation of cams-r as a mindfulness measurement instrument from english adapted to indonesian culture and language. translation included forward translation, synthesis, back translation, expert reviews, and pilot studies (beaton et al., 2000). the purpose of translation was to test the equivalence of concepts to words and phrases, not just literal or word-for-word translation. the initial translation in indonesian became the subject matter for discussion, questions, and suggestions on certain word choices by the expert panels. they were an original translator and three psychologists who had expertise in the field of psychology. after the expert panels gave reviews, the final result was to agree with cams-r as the initial draft with indonesian version. the study results at the stage of translating cams into indonesian version were as follows: (1) mindfulness in the aspect of attention consisted of 3 items. the foregoing was figure 1. initial cfa model sutarto, s., warsah, i., khotimah, k., prastuti, e., & morganna, r. 47 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 based on the results of expert panels’ assessment indicating that mindfulness in the aspect of attention comprised 3 items and had high equivalence. a revision needed to be made by improving the sentence structure and more precise word choices without changing the meanings, especially the item "i am easily distracted", translated into "saya mudah teralihkan perhatian atau saya mudah terganggu". the two results of translation were synthesized into a sentence which was more appropriate to the context such as "saya mudah teralihkan perhatian". (2) mindfulness in the aspect of present focus consisted of 3 items. the expert panels’ assessment indicated that the translation products of those items were equivalent, but a small revision was necessary by improving the sentence structure and choosing more precise word choices without changing the meanings, especially in the statement "i am preoccupied by the future", which was translated into "saya disibukkan dengan masa depan”. the words "preoccupied" and "disibukkan" were to some extent similar, but when linked to the psychological context, the word "preoccupied" was equivalent to the word "terpaku", therefore the word "disibukkan" was considered more appropriate than the word "sibuk" or "busy" in english. (3) mindfulness in the aspect of awareness consisted of 3 items. the expert panels’ assessment indicated that the translation result had a high equivalence, but a small revision was needed by improving the sentence structure and choosing more precise words without changing the meanings, especially in the statement "i try to notice my thought without judging them" which was translated into "saya mencoba memperhatikan pikiran saya tanpa memberikan penilaian”. (4) mindfulness in the aspect of acceptance consisted of 3 figure 2. test results of the initial model (m-1) cfa of the mindfulness construct adaptation of the cognitive and affective mindfulness scale (cams-r) to indonesian version and its validation: muslim mothers-data driven 48 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 items. the expert panels’ assessment indicated that the translation result had a high equivalence, but a small revision was still needed by improving the sentence structure and choosing more precise choices of words without changing the meanings, especially in the statement "i can tolerate emotional pain", which was translated into "saya bisa mentoleransi secara emosional rasa sakit”. the foregoing was recommended by the expert panels. the back translation stage of the initial draft of cams-r with indonesian version was done by an independent translator, who did not know the original version of cams-r. the purpose of back translation was to emphasize conceptual and cultural equivalence. this process resulted in the initial version of cams-r after additional discussions with expert panels. the result of translation equivalence of cams-r with indonesian version, which was re-translated into english, was further compared to the original version of cams-r. in such a way, the equivalence assessment showed that the translation result in general demonstrated high equivalence in terms of concepts and language. there were several things to note: (1) the aspect of present focus with the item that read "i am preoccupied by the future" was considered equivalent to "i am stuck-on the future", and they were still regarded as having the same meanings. (2) the aspect of awareness with the item that read "i try to notice my thoughts without judging them” was still considered equivalent to "i try to pay attention to my mind without being judgmental". (3) mindfulness in the aspect of acceptance demonstrated that all items had similar meanings although there were slight differences in grammar and word choices of back translation results compared to those of the original items. an example of the translation of item number 3 which read "i can emotionally tolerate pains" was considered similar to "i can tolerate emotional pain". furthermore, to verify the accuracy of items that had been translated, the initial version of cams-r was administered to 10 muslim mothers to test the clarity of test instructions, the comprehensibility of items, and ease of test administration. if there was still input given by the pre-trial participants and the instructions as well as all items could be understood, reformulation of instructions was then undertaken, changing the use of words that were better and more precise according to indonesian speakers. after modifications had been made, the final form of cams-r with indonesian version was ready for use. after distributing it to the readers, the pilot study provided information that the respondents had no difficulty understanding cams-r items. therefore, it was necessary to conduct field trials for the final draft of cams-r indonesian version by involving a greater number of participants to test the psychometric properties of the cams-r. results (stage 2) the purpose of the second stage of the present study was to test the indonesian version of cams-r measurement model and to validate the cams-r. the steps taken were (a) selecting items, (b) pursuing the validity and reliability of cams-r. the mindfulness construct was divided into 4 aspects, namely: attention, present focus, awareness, and acceptance. the total number of items was 12. figure 1 displays the result of initial cfa model, namely item selection based on loading factors. initial cfa results showed that the aspects of attention and present focus only left 1 item, while the rest of the items had loading factors of less than .5. the foregoing meant 1 item for attention and 1 item for present focus. in the aspect of awareness, there was 1 item which was eliminated, while all items of the acceptance aspect were used. grounded in the initial cfa analysis, the mindfulness construct consisted of 12 items, wherein 5 items were eliminated, and the residue was 7 items. in the initial cfa model (m-1), it was proven that the measurement model of the mindfulness construct did not yet have a suitable model, as indicated by the following parameters: chi square =135.905; p = .000; gfi = .814; agfi = .698; and rmsea = .135. sutarto, s., warsah, i., khotimah, k., prastuti, e., & morganna, r. 49 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 furthermore, the final model (m-2) was tested. as shown in figure 2, the loading factors of all items were more than .5. the results of model fit evaluation fell into: chi square of 8.742 (p = .557), goodness of fit index (gfi) of .976, adjusted gfi or agfi of .932, cfi of 1.000, tucker-lewis index (tli) of 1.014, and root mean square error of approximation (rmsea) of .000, all parameters demonstrated the existence of a good fit of goodness. the results of item selection (m-1) and (m-2) are displayed in table 1. the table 2 displays the results of construct validity calculations based on several convergent validity calculations such as loading factor, composite reliability (cr), and average variance extracted (ave). as shown in table 2, the loading factor had values in the range of .585-.887. the values met a good requirement because they were more than .5. especially in the aspects of attention and present focus, there was 1 item left for each item, so the loading factor was 1. the values of composite reliability (cr) were in the range of .713-.785, and they were more than .7. the values of ave were in the range of .736-.739, and they were more than .50, which explained the existence of a good indication of convergent validity. the calculation results for all selected items in the mindfulness construct also had good convergent validity. the discriminant validity of an aspect was pursued by comparing the ave root value with all correlation coefficients between this aspect and other aspects. as the foregoing, if the root value of ave is greater than the correlation coefficient, this aspect is considered to have good discriminant validity. as displayed in table 3, all aspects of mindfulness construct had good discriminant validity. table 1. results of item selection of mindfulness construct mindfulness aspects statements loading factor m-1 m-2 attention hal yang mudah bagi saya untuk berkonsentrasi pada apa yang saya sedang saya lakukan (it is easy for me to concentrate on what i am doing) .95 1.00 saya mudah terganggu (i am easily distracted) .26 saya dapat memperhatikan satu hal dalam jangka waktu yang lama (i am able to pay close attention to one thing for a long period of time) .43 present focus saya disibukkan oleh masa depan (i am preoccupied by the future) .30 saya terpaku memikirkan masa lalu (i am preoccupied by the pasts) .30 saya bisa memusatkan perhatian pada kejadian-kejadian saat ini (i am able to focus on the the present moment) .96 1.00 awareness saya biasanya bisa menggambarkan bagaimana perasaan (saya) saat ini secara rinci (i can usually describe how i fell at the moment its considerable detail) .57 .58 mudah bagi saya untuk tetap pada pikiran dan perasaan saya (it is easy for me to keep track of my thought and feeling) .89 .89 saya berusaha memperhatikan pikiran saya tanpa memberikan penilaian (i try to notice my thought without judging them) .44 acceptance saya mampu mentoleransi secara emosional rasa sakit (i can tolerate emotional pain) .66 .65 saya dapat menerima hal-hal yang tidak bisa saya ubah (i can accept things i cannot change) .77 .77 saya mampu untuk menerima pikiran dan perasaan (saya) (i am able to accept the thought and feelings) .79 .79 adaptation of the cognitive and affective mindfulness scale (cams-r) to indonesian version and its validation: muslim mothers-data driven 50 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 discussion the indonesian version of cams-r, validated to test the psychometric properties of the measuring instrument, was conducted on 103 participants of muslim mothers at the ages of 20-40 years old, with educational backgrounds of high school and tertiary education. camsr consisted of 4 aspects, and each aspect consisted of 3 items, so there were totally 12 items. after the cfa analysis was carried out, it left 7 items, with high loading factors exceeding .05. based on the confirmatory test using cfa analysis, it was evidenced that the cams-r measurement model had compatibility with empirical data. the foregoing was indicated by the results of the evaluation of the model's suitability with chi square of 8.742 (p = .557), gfi of .976, agfi of .932, cfi of 1.000, tli of 1.014, and rmsea of .00. the results of this analysis explain that the measurement model shows a good fit of goodness (schumacker & lomax, 2010). as a whole, the cams-r measurement model had empirical compatibility or had been confirmed by empirical data. the indonesian version of cams-r had an internal structure like the original cams-r, which possessed 7 items. apart from that, it also had psychometric properties, as a whole, shown by composite reliability (cr) of .936, and a cronbach alpha of .772. those values were categorized as high. the cfa analysis showed that all aspects of cams-r were represented by a good quality of items with high loading factors. in so doing, as an implication of this finding, the indonesian version of cams-r can be used as a measure of mindfulness for adult samples in the context of muslim mothers at the ages of 25-40 years old. the indonesian version of cams-r had a high composite reliability (cr) and cronbach alpha, compared to the original cams-r (feldman et al., 2007) and compared to other language versions of cams-r. cams-r has been adapted and validated by using various language versions. the results of this study are still in line with other studies that have adapted and validated cams-r with different languages such as turkish version of cams-r (catak, 2012), chinese version (chan et al., 2015), italian version (veneziani & voci, 2015), and portuguese version (teixeira et al., 2017). compared with the original cams-r (feldman et al., 2007), this study proved that the mindfulness measurement tool had evidence of a good internal structure in a way that mindfulness was built on 4 dimensions, namely: present focus, attention, acceptance, and awareness. cams-r consisted of 12 items, spread over 4 dimensions of mindfulness. after table 2. validity and reliability of mindfulness construct aspects of mindfulness selected items loading factor α cr ave attention md11 1.000 1.000 1.000 1.000 present focus md23 1.000 1.000 1.000 1.000 awareness md31 .585 .683 .713 .736 md32 .887 acceptance md41 .653 .777 .785 .739 md42 .772 md43 .793 total .772 .936 .813 cr = composite reliability, ave = average varian extracted table 3. discriminant validity of mindfulness construct aspects of mindfulness square roots of ave attention percentage of focus awareness acceptance attention 1.000 1.000 present focus 1.000 .328 1.000 awareness .858 .567 .538 1.000 acceptance .860 .280 .194 .514 1.000 sutarto, s., warsah, i., khotimah, k., prastuti, e., & morganna, r. 51 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 the factor analysis was carried out, it was proven that there were 7 items left with high loading factors. based on the original version of the cams-r, the aspect of present focus which read, "i am preoccupied by the future" and "i am preoccupied by the past", had a correlation with the concept of rumination, but not with the concept of mindfulness. this means that the two items do not measure the mindfulness construct of the present focus dimension (feldman et al., 2007). therefore, the two items adapted in the turkish version are not included, so there are only 10 items left (catak, 2012). this study strengthens the evidence that cams-r has an internal structure and is empirically confirmed, but for the mindfulness aspect of the present focus, there is only 1 item with a high loading factor, while 2 other items, namely: "i am preoccupied by the future" and "i am preoccupied by the past” has low loading factors of .3. this means, the results of this study support previous research, meaning that these items do not measure the main mindfulness construct in the aspect of the present focus. thus, it is more advisable to use 10 items (feldman et al., 2007). implication the indonesian version of cams-r had internal consistencies with a cronbach alpha of .77 and a composite reliability of .939, indicating high internal consistencies. because the indonesian version of cams-r has a psychometric quality indicated by having high construct validity and high composite reliability, and although this has not been strengthened by evidence from external sources such as by comparing the indonesian version of the cams-r measuring instrument with a parallel mindfulness measurement tool, the present study implies that the indonesian version of cams-r with 7 items, in many ways, can be used to measure mindfulness especially for respondents of young muslim mothers (aged 20-40 years old). limitation and future direction the current study is not free from limitation. this study has not been strengthened by evidence from external sources such as by comparing the indonesian version of the cams-r measuring instrument with a parallel mindfulness measurement tool. it is recommended that further studies be conducted to improve cams-r adaptation and validation by involving a broader number of samples. also, further studies can perfect the validity of cams-r in terms of not only construct validity but also in a way that seeks evidence from external sources to pursue validity. the foregoing can be done by comparing the indonesian version of cams-r with mindfulness measurement instruments, such as: the toronto mindfulness scale (tms) (lau et al., 2006), the mindful attention awareness scale (maas) (brown & ryan, 2003), and the five facets mindfulness questionnaire (ffmq) (baer et al., 2006). in addition, the indonesian version of cams-r can be tested on its predictive validity by correlating it with other variables such as anxiety, depression, subjective well-being, and psychological wellbeing in the adult samples. conclusions after the indonesian language adaptation of cams-r has been carried out and tested using confirmatory factor analysis (cfa), the results of item selection with high loading factors leave 7 items with good quality. the cams-r measurement model has been confirmed to have a fit model according to empirical data, therefore the indonesian version of cams-r can be used as a valid and reliable measuring instrument, and it is acceptable to be used as a measure of mindfulness for indonesian muslim mothers or young adult respondents (25-40 years old) from indonesian population. adaptation of the cognitive and affective mindfulness scale (cams-r) to indonesian version and its validation: muslim mothers-data driven 52 islamic guidance and counseling journal vol. 5, no. 1, pp. 40-55, january 2022 acknowledgment the authors would like to express their gratitude to the lecturers of psychology and translators who had helped the conduction of this study’s first stage. the authors also thank all indonesian muslim mothers who had willingly taken part in this study as the participants. author contribution statement sutarto conducted deep literature review on cognitive and affective mindfulness scale, designing the research method, establishing collaborative works with lecturers, psychologists, and translators that helped the process of lingua-cultural 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(2022). effectiveness of a nurse-led mindfulness-based tai chi chuan (mtcc) program on posttraumatic growth and perceived stress and anxiety of breast cancer survivors. european journal of psychotraumatology, 13(1), 2023314. https://doi.org/10.1080/20008198.2021.2023314 copyright holder: © sutarto, s., warsah, i., khotimah, k., prastuti, e., & morganna, r. first publication right: islamic guidance and counseling journal this article is licensed under: cc-by-sa islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: yosef, y. (2022). a comparative study between islamic and public high schools on multicultural selfefficacy. islamic guidance and counseling journal, 5(1). https://doi.org/10.25217/igcj.v5i1.2591 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung a comparative study between islamic and public high schools on multicultural self-efficacy yosef yosef universitas sriwijaya, indonesia josephbarus@unsri.ac.id article information: received march 9, 2022 revised july 7, 2022 accepted july 21, 2022 keywords: islamic high school; multicultural self-efficacy; public high school, school counseling abstract having adequate multicultural self-efficacy enables students to get along, learn, and collaborate confidently and harmoniously with culturally diverse peers in any school setting. however, there is only a small number of research on this matter for the dual types of indonesian secondary schools. the objective of this study was to compare islamic and public high school students on multicultural self-efficacy. a 36-item multicultural self-efficacy scale for high school (mses-hs) measured the multicultural self-efficacy of 246 islamic and public high school students in an online survey. it consisted of cultural insight, communication, cultural value, cultural awareness, and flexibility subscales. results indicated that most of the students’ multicultural self-efficacy in both schools fell from a moderate to the highest level, except for small numbers at a low and a lower level. the current study found that the multicultural self-efficacy levels of islamic and public high school students were not different significantly. in terms of differences by grade levels and gender, the study indicated similar results. the study highlighted findings to guidance and counseling services and suggestions to expand the investigation. introduction recently, the attention to multicultural issues has increased along with others, such as religion and politics. previous studies by some prominent scholars, such as bogaerts (2012), geertz (1984), and jones (2012), identified the issues and implied more research. following up, several researchers tried to identify the most tolerant place in indonesia by designed criteria. they measured bangka-belitung province among the top ten (sumaktoyo, 2021). earlier studies confirmed the nominating proven by some findings, such as the long story of tolerance among javanese and malays (wati & buduroh, 2021), smooth assimilation of chinese ethnic into the local ethnic (ibrahim et al., 2020), intercultural communication (mulyana & zubair, 2015), and hybridity of architecture (kurniawan et al., 2013). for the multicultural of its people, futaesaku (2019) nominated bangka-belitung province as a promising cultural tourism destination. reflecting the recognition of harmonious life in the region, its future generation, represented by students of high schools, presumably has practice multiculturalism in daily life through social process. referring to convertino et al. (2019) and raihani (2018), the multicultural practice might not only encompassed ethnicity, social class, gender, and exceptionality issues but also more importantly dealed with religion as an important identity marker and a source of values for life. in general, some examples of studies for describing them were multicultural competence in relation to self-regulated learning (hladík et al., 2012), ethnic identity and attachments to the nation-state (banks, 2008), educator responsibility in multicultural education (yılmaz, 2016), teachers multicultural competence, https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v5i1.2591 https://orcid.org/0000-0001-7621-9963 mailto:josephbarus@unsri.ac.id yosef, y. 57 islamic guidance and counseling journal vol. 5, no. 1, pp. 56-70, january 2022 (lehman, 2017), and culture clash in the multicultural classroom (hansen-thomas & chennapragada, 2018). as part of indonesia’s nationhood, the students in this area may choose appropriate secondary schools. it is a way of practicing multiculturalism. their parents may ask or let them choose either islamic or public high schools. as a rule of thumb, those parents who are very concerned with islamic education for their children will prefer islamic high school (hadi et al., 2018), and other parents may send their children to high school according to their needs. for teaching general subject matters, both have similar curricula. by choosing islamic high schools, the students will benefit from studying islamic subjects such as al-quran and hadist, ushul fiqh, arabic, and islamic cultural history, in addition to general subject matters (nasir, 2020). unlike islamic high schools, public high schools may have students from various faith, such as muslims, christian, buddhists, hindus, or kong fu tsu. in this case, they have to provide faith-based religious subject matters for religious education. demographically, all provinces in indonesia have islamic high schools, although they are fewer numbers compared to public high schools. in 2021, there were 13,995 high schools and 9,448 islamic high schools (badan pusat statistik [bps], 2021). psychologically, those who pursue their senior secondary education at islamic and public high schools are teenagers (belser, 2017). they have similar developmental tasks (manning, 2016). concerning multicultural, they may consist of having attitudes toward self and cultural identity and learning to get along with peers of all cultures (havighurst, 1956). those who can achieve the tasks will have a chance to build a harmonious relationships with peers of different cultures or religions at school. next, a multicultural atmosphere will influence student learning, increase interrelationship, and lessen cultural conflict. in delors’s perspective (1996), there is a need to promote a learning society in which students can learn to know, learn to do, learn to be, and learn to live together with others. with the emphasis on the fourth, students need to learn to accept, be tolerant, care for, and appreciate one another. the islamic and public high school students in this area have to be the focus of attention since they will be part of a challenging, competitive, and more culturally diverse world. they have to possess a broad range of skills, such as cognitive and meta-cognitive skills, social and emotional skills, and practical and physical skills (organisation for economic co-operation and development [oecd], 2018) to engage in such a changing world. from the islamic perspective (bahri, 2020; prabowo & ilyas, 2021; priatna et al., 2019; rosyad, 2020), multicultural competencies are one of the objectives of multicultural education. according to banks (2008), the objectives could encompass content integration, knowledge construction process, prejudice reduction equity pedagogy, and empowering school culture and social structure dimensions. as part of the islamic and public high school systems, school counseling has a significant role in developing students’ multicultural self-efficacy and meeting the needs of diverse students (hughey, 2011). facilitating them will help the students to have encouragement to be part of building school culture efforts. developing multicultural self-efficacy in students is not an easy task for school counselors since culture itself is a multidimensional concept, a unique type of knowledge system (hong & khei, 2014), social construction (diaz-leon, 2013; handwerker, 2002), generally subjective, and its dimension will be different from one to another society (oettingen, 1995). the culture dimension will be more complicated if it is associated with multicultural relations in various settings, for instance, gender inequality (acker & oatley, 1993), immigration and minority issues (reitz et al., 2009), and economic prosperity (yong, 2019). studies of identifying multicultural competencies, such as chao et al. (2011) and chiu (2013), showed that the competency differences were from simple to complex and difficult to generalize. in this complexity, understanding it can be viewed from a self-efficacy perspective, one’s belief in his/her capabilities that he/she can produce a given level of a comparative study between islamic and public high schools on multicultural self-efficacy 58 islamic guidance and counseling journal vol. 5, no. 1, pp. 56-70, january 2022 attainment (bandura et al., 1997). having an adequate multicultural self-efficacy is critical because it influences the choice of activity, task perseverance, level of effort expanded, and ultimately and degree of success achieved (klassen & lynch, 2007). the efficacy itself associated with several factors, such as performance attainments, vicarious experiences, verbal persuasion, and physiological states from which people partly judge their capability, strength, and vulnerability (bandura, 1982). at this point, those who have adequate selfefficacy will be ready to deal with various circumstances, including multicultural interaction in school settings. the rational of current study students, from the beginning, developed multicultural self-efficacy by learning from related sources that enabled them to be competent in several areas, such as psychological being, physical health, and self-regulation (maddux, 2012). family and community were the critical sources for them to learn self-efficacy. when their efficacy level was low, these might associate with how effective parents, teachers, and community leaders conditioned their pursuit (schunk & meece, 2005; vieno et al., 2007; lv et al., 2018). in addition to these institutions, peers were meaningful sources of their efficacy. they provide affirmation for acceptable efficacy. from this perspective, it is discernible that not all high school students will have adequate multicultural self-efficacy. lacking adequacy may limit their human relationship quality, and easy to get carried away in cultural and religious conflict noticed in some studies (aini, 2012; nakaya, 2018). current literature at least describing the status of the students’ multicultural self-efficacy or more advanced discussion on causes and effects between the efficacy and related factors are limited let those are concerned speculated. despite indonesia getting international recognition for its diversity and efforts to create tolerance of religion (johan, 2020), the results of previous studies in the islamic education context were not always in line. the studies addressed on multicultural of muslim students in rural and urban areas (wibowo, 2018), attitude differences between public islamic and public university students (rifa’i, 2019), tolerance of muslim pre-service teachers (mulya et al., 2021), and tolerance among islamic high school students (septian & budiman, 2021) proved the different perspectives of understanding and practicing multicultural. for this finding, zarbaliyev (2017) signaled that, at any time, ethnic conflicts might appear. an example of his signal appeared in the tense on diversity increased and became wide attention as posted on mass media, such as cases of labeling region conditions, criticizing local language (rahman, 2022), and insulting skin color (permana, 2022). although the results of these researches recommended conducting more studies, none of them suggest studying multicultural selfefficacy for more understanding, including in bangka-belitung province, where the young generation pursuing secondary education may not be aware of changing quality of cultural diversity in their world. researching how islamic and public high school students perceive and practice multicultural self-efficacy amid the tense will provide critical data for comprehending it in the present and future. moreover, the data can contribute to school counseling in doing its understanding function (myrick, 2011) and engage school counselors in the best position to implement multicultural education by restructuring schools so the students can succeed (merlin, 2017). because of information scarcity on multicultural self-efficacy among islamic and public high school students in the province where the multicultural practice historically takes place, the current research will provide new evidence. by utilizing the evidence, school counselors may have unmistakable perspectives of their students and plan various counseling programs to meet their needs (schmidt, 2008). yosef, y. 59 islamic guidance and counseling journal vol. 5, no. 1, pp. 56-70, january 2022 objective in the context of the designed islamic and public high schools, studying the students' beliefs in practicing multicultural pertaining cultural insight, communication, cultural value, cultural awareness, and flexibility aspects would help determine whether the findings confirmed in previous studies. for this consideration, this study aimed to investigate the difference between islamic and public high school students' multicultural self-efficacy. in addition, it also intended to analyze possible students' multicultural self-efficacy differences by gender and grade levels. comparing students' multicultural self-efficacy in more detail would enable the investigation to give a clear picture of possible dissimilarities. the study expected no difference in multicultural self-efficacy levels between students of both high schools. methods research design this study utilized a comparative design to achieve its objective. comparison ultimately was addressed to students of islamic high schools and their peers of public high schools in multicultural self-efficacy. in addition, it included comparing the efficacy by gender and grade level of the respondents as well. participants respondents of this study were students of islamic high school 1 sungai liat and public high school 1 in pangkal pinang, bangka belitung province, indonesia. both schools were considered representative of islamic and public high schools. projected respondents were 25% of the total students from each school. however, not all samples responded to the invitation after two weeks of administrating the instrument. table 1 displays the demographic information of respondents. instrument a mses-hs (multicultural self-efficacy scale for high school students), written in bahasa and formatted in google form (yosef et al., 2021), was administrated to respondents to obtain the intended data. it had three sections, i.e., informed consent, respondent demographic information, and the items. the item section consists of the cultural insight (8 items), communication (6 items), cultural values (6 items), cultural awareness (8 items), and flexibility (7 items). the item examples were "recognize other cultures and their uniqueness sincerely" (cultural insight), “avoid using words that can lead to misunderstanding” (communication), “knowing your cultural values that are different from the values of other cultures” (cultural values), “shows an open attitude to the advantages of other cultures” (cultural awareness), and “enjoying cultural expressions in schools” (flexibility). overall, 36 items asked students to rate their multicultural self-efficacy between scores of 0 to 10. 0 was "cannot do at all" and 10 “highly certain can do.” by this range, the lowest scores would be 0, and highest score would reach 360. in its development, mses-hs has been designed and validated by a related expert and practitioner. moreover, it was tested at ten public high schools in 7 provinces by involving 759 students in the main test phase. validity values of its items yielded between .413 and .771, and its reliability was .931. procedures school counselors of islamic and public high schools were contacted for involving their students as respondents in the study. after selected students were established, a link of mses-hs was sent to school counselors and asked them to forward it to their students. before responding the items of mses-hs, they were required to fill out an informed consent a comparative study between islamic and public high schools on multicultural self-efficacy 60 islamic guidance and counseling journal vol. 5, no. 1, pp. 56-70, january 2022 table 1. demographic information of participants categories ihs phs total number of students 123 123 246 (mean age=16 and sd=.9) gender male 34 50 84 female 89 73 162 grade level 10th 31 39 70 11th 63 45 108 12th 29 39 68 religion islam 123 102 225 christianity/catholic 16 16 buddhist 5 5 note: ihs=islamic high school, phs= public high school table 2. difference of multicultural self-efficacy on types of schools subscales* his (n=123) phs (n=123) t p m sd m sd ci 60.68 13.78 61.04 13.10 .186 >.05 c 44.92 10.57 44.86 10.08 .059 >.05 cv 55.50 12.55 55.56 11.72 .001 >.05 ca 65.20 11.99 55.88 10.82 1.009 >.05 f 57.59 2.18 57.68 11.11 .115 >.05 fs** 283.89 50.41 283.64 48.354 .10 >.05 note: ihs=islamic high school, phs= public high school, *ci=cultural insight, c=communication, cv=cultural value, ca=cultural awareness, and f=flexibility subscale, **fs=full scale table 3. mean score of multicultural self-efficacy on grade level type of school 10th grade (n of ihs=31; n of phs=39) 11th grade (n of ihs =63; n of phs=45) 12th grade (n of ihs=29; n of phs=39) f p m sd m sd m sd ihs 275.61 61.64 281 55.70 292.28 45.51 .721 >.05 phs 288.94 42.51 273.96 44.05 288.33 46.28 1.431 >.05 t 1.067 -.705 .325 p >.05 >.05 >.05 stating their involvement in the study was voluntarily and continued to complete demographic information by name, grade, gender, ethnicity, and age. administrating process of the scale was done by two weeks. analysis firstly, the data were analyzed to convey all students’ multicultural self-efficacy levels by determining the mean score and standard deviation of their scores (n=246). they transferred into five-level categories (very high, high, moderate, low, and very low). secondly, to test the difference between observed mean scores of the efficacy among categories were compared according to school types (islamic and public high school) and by grade levels (10th, 11th, and 12th grades) and gender. independent-sample t-test and oneway anova were utilized accordingly. all computerized data were calculated by using spps version 25. t a b le 4 . m e a n s c o re c o m p a ri so n o n g e n d e r s u b sc a le s f e m a le c o m p a ra ti o n t p m a le c o m p a ra ti o n t p g e n d e r c o m p a ra ti o n t p ih s ( n = 8 9 ) p h s ( n = 7 3 ) ih s ( n = 3 4 ) p h s ( n = 5 0 ) m a le ( n = 8 4 ) f e m a le ( n = 1 6 2 ) m s d m s d m s d m s d m s d m s d c i 6 0 .5 7 1 4 .9 9 6 2 .6 6 1 1 .9 9 -. 9 6 2 > .0 5 5 9 .7 0 1 4 .9 9 5 9 .5 8 1 1 .9 9 .0 4 3 > .0 5 5 9 .6 3 1 3 .0 8 6 1 .5 1 1 3 .7 2 1 .0 3 6 > .0 5 c 4 5 .1 0 1 0 .7 7 4 6 .3 6 9 .6 1 -. 7 7 4 > .0 5 4 3 .7 0 1 1 .9 3 4 2 .0 4 9 .7 8 .7 0 1 > .0 5 4 2 .7 1 1 0 .6 7 4 5 .6 7 1 0 .2 5 -2 .1 1 3 > .0 5 c v 5 6 .3 5 1 2 .0 9 5 6 .3 1 1 0 .5 0 .0 1 8 > .0 5 5 2 .2 9 1 5 .5 0 5 4 .4 0 1 1 .2 5 -. 7 2 0 > .0 5 5 3 .5 5 1 3 .1 1 5 6 .3 3 1 1 .3 7 1 .7 2 8 > .0 5 c a 6 5 .4 7 1 2 .7 1 6 5 .1 5 1 1 .0 1 .1 7 0 > .0 5 6 3 .1 5 1 3 .7 9 6 1 .4 8 1 3 .4 2 .5 5 3 > .0 5 5 3 .6 8 1 2 .3 1 5 7 .6 0 1 1 .6 0 -. 1 .8 8 8 > .0 5 f 5 7 .4 4 1 2 .4 2 5 7 .7 8 1 0 .6 1 -. 1 8 6 > .0 5 5 6 .5 6 1 2 .8 6 5 8 .4 8 9 .4 1 -. 7 9 1 > .0 5 5 7 .7 0 1 0 .9 1 5 7 .6 0 1 1 .6 0 -. 0 7 2 > .0 5 f s 2 8 4 .9 3 5 4 .1 1 2 8 8 .2 6 4 6 .9 6 -. 4 1 3 > .0 5 2 7 5 .4 1 5 7 .4 2 2 7 5 .9 8 4 5 .4 8 -. 0 5 0 > .0 5 2 7 5 .7 5 5 0 .3 2 2 8 6 .4 3 5 0 .8 8 1 .5 6 7 > .0 5 n o te s: i h s = is la m ic h ig h s c h o o l; p h s = p u b li c h ig h s c h o o l a comparative study between islamic and public high schools on multicultural self-efficacy 62 islamic guidance and counseling journal vol. 5, no. 1, pp. 56-70, january 2022 results and discussion results tables 2, 3, and 4 display data on multicultural self-efficacy according to demographic data. they inform student scores in subscales and the full scale by mean and standard deviation according to types of schools. analysis of variance calculates the differences between types of schools, grade levels, and gender. data in table 2 give some remarks. overall, students’ scores fall between 124-360 of 0360. on average, they are at a moderate level, as indicated by mean scores and standard deviation (m=283.64; sd=48.44). applying these values for categorizing students’ scores into five groups suggests that 18 students (7.3%) at a very high level, 66 students (26.8%) at a high level, and 91 students (37%) at a moderate level. meanwhile, 53 students (21.5%) were at a low level and 18 (7.3%) at the lowest level. in summary, 70.3% of students are in a moderate to the highest level, and the rest, 29.7%, are at low and the lowest levels. in terms of comparison based on types of schools, the mean scores of islamic and public high schools do not differ significantly. furthermore, based on grades, their mean scores tend to be similar. finally, referring to gender, the mean scores of the students do not differ significantly as well. discussion the finding according to data analysis displayed in table 2 suggests most students participating in this study have adequate multicultural self-efficacy levels. in terms of mean scores comparison based on types of schools for testing their difference, the scores of islamic and public high schools do not differ significantly. although almost similar and insignificant, there is one exception in the cultural awareness subscale, where islamic students have higher mean scores but more spreading (m=65.20, sd=11.99) than those of public high school (m=55.88, sd=10.82). indifferent multicultural self-efficacy levels among islamic and public high schools have some meanings. in context of islamic education, supaat (2020) dubbed islamic high school as “high school-plus” for its additional graduate competency standard, equal learning between general subjects, and religious subjects emphasizing the character-building and appealing personality concerning the teaching of islam underlying the development of ahlakul karimah (good morality). in addition, abdullah (2019) found school culture in islamic high schools was established through religious-based relationships among teachers, administrators, students, and leaders. moreover, islamic high schools also emphasize multicultural values for the students based on the primary teaching of islam (aisida, 2021). such efforts are considered the best sources of multicultural self-efficacy to develop. on the other hand, although public high school emphasizes its curriculum on general subjects where religious education is taught as a subject according to students' faith, multicultural education in light of curriculum as all activities provided by the school (tyler, 1957) has been the source of students’ multicultural self-efficacy. has been the source of students’ multicultural selfefficacy. in other words, teachers, school counselors, and education staff create a conducive atmosphere and academic activities that enable the students to practice multiculturalism. depending on regions in indonesia where the population may be heterogeneous or homogeneous culturally, students of islamic and public high schools involved in the current study have equal opportunities to relate with various cultural backgrounds of peers. however, the former may have less chance to experience a multicultural relationship with peers of different faiths, at least in school settings. logically, those who are less contact will also have less experience in how to deal with it. despite this difference, the current research suggests that the students of both schools have relatively similar levels in multicultural self-efficacy. the multicultural atmosphere of this region may contribute to such attainment in terms of students enjoying their engagement on many occasions, such as being in neighborhoods, yosef, y. 63 islamic guidance and counseling journal vol. 5, no. 1, pp. 56-70, january 2022 getting along with peers, communal feasts, or holiday feasts. religious moderation in the community life of these areas suggested by khalikin & reslawati (2021) gives several significant contributions, too. lastly, a study by suparta (2020) may answer the question partly. he found several effective strategies for harmonizing community life in this province, especially served by religious leaders. the comparison among 10th, 11th, and 12th graders is analyzed accordingly to identify another possible finding. in conjunction with a grade-level difference, a study by guo (2020) in the context of learning gives a perspective on the difference between 10th, 11th, and 12th graders, and the uniqueness of 11th graders (hong et al., 2009). in the present study, when students’ mean scores on grade levels consider, the analysis suggests that they do not differ significantly, either between types of school or among grade levels. however, in more detailed observation, it is found that 11th graders’ scores of islamic high school are lower than 10th and 12th graders in all subscales and full scale. meanwhile, with their peers in public high school, the mean scores tend to increase by grade level. since measurement in this study is not deal with achievement, it is reasonable if similarity exists between groups with an exception as displayed data of 11th graders. a possible explanation for this exception related to the sample size of 11th graders is higher than other graders, so it influences the value of mean scores and standard deviation slightly. a question for consideration is why 11th graders are more involved than the others, even though the similar opportunity to be study respondents offered. developmentally, they are youths who share similar characteristics in terms of chronological age. a proposed explanation is that their indifference would probably be related to their self-efficacy itself and that their interest to involve in the study is higher than other graders. further, in testing by gender, data analysis shows that there is no mean score difference in multicultural self-efficacy between male and male and female and female students in each school and between both types of schools. further, in testing by gender, data analysis shows that there is no mean score difference in multicultural self-efficacy between male and male and female and female students in each school and between both types of schools. these findings confirm the first finding. however, after analyzing male and females’ mean scores in more detail, there is a slight difference between both groups in four subscales in which the mean scores of females are higher than their peers, except for the flexibility subscale. male and female students are heterogeneous groups as viewed by some specific variables, such as learning style (wehrwein et al., 2007), social interaction (friebel et al., 2021), types of oral corrective feedback (amalia et al., 2019), and an effective instruction (seo, 2022). studies aimed at them bear mixed results. in the present study, as displayed in table 3, although mean score differences between the two are not significant, differences exist. in the five subscales, the mean scores of females of both schools are better than their male peers, with exceptions for the flexibility subscale, where the mean scores are very close. a meta-analysis by huang (2013) indicated the existence of heterogeneous between two groups. for example, females displayed higher language arts self-efficacy than males. beside, males exhibited higher mathematics, computer, and social sciences self-efficacy than females. a study by varol and yilmaz (2010) clearly shows a similarity between groups in inside and outside class autonomous language learning activities. in addition, a study by burger et al. (2010) on the self-efficacy of males and females supports longstanding research findings that females have lower academic self-efficacy than males at the point of entry in their undergraduate engineering education. a study by balart & oosterveen (2019) provides evidence that females are better in sustaining their performance during a test across all of these topics, including math and science. the longer cognitive tests, the lower the gender gap in math and science. from these research examples, both groups may be similar and different in some characteristics. this study seems to support previous findings that differences exist. a comparative study between islamic and public high schools on multicultural self-efficacy 64 islamic guidance and counseling journal vol. 5, no. 1, pp. 56-70, january 2022 all data analysis in the current study indicates that the majority of students of islamic and public high schools have a score between moderate to a very high level. the finding implies that they have good belief in their capability to execute proper behavior necessary to deal with peers from other culture in school environment or event in their community. multicultural self-efficacy as one content of personal/social domain in developmental school counseling (myrick, 2011), can flourish only supported by several critical sources, namely the enactive mastery learning, vicarious experience, verbal persuasion, and physiological and affective states (bandura, 1982; bandura & locke, 2003), and it has a significantly positive correlation to cultural competence (matthews et al., 2018). considering these sources, it can elaborate that their efficacy strength would have been a positive fruit of fostering and nurturing cultural environment in family, school, and community, where they have great opportunity to observe and feel culturally harmonious relationships among parents, teachers, religious leaders, community leaders, and local governors. it may also be the impact of various verbal persuasion from recognized authorities mentioned above. in today's information technology, persuasion on social media can play a significant role in changing attitudes (wang et al., 2021). students will have more referenced figures for their posted persuasions that easily influence their attitude. in addition, successful previous experiences dealing with adults, peers, or youngers of other cultures are a powerful tool in mastering the efficacy. direct experiences have given an opportunity of overcoming obstacles through persisting efforts for students. in other words, it becomes a catalyst for furthering their performance. lastly, the emotional reactions are either positive or negative, such as fear, anxiety, anger, happiness, or enjoyment may lead students to deal with peers of other cultures. those who feel diminished, discounted, offended, stereotyped, or attacked by peers are more likely to have lower multicultural self-efficacy. the meaning of the findings is that islamic and public high school students have benefited from such efficacy sources. it explains that although they have gone to different schools, they almost have similar multicultural self-efficacy. implications this study has implications for school counseling services, particularly in the delivery system of basic service or guidance curriculum. most students of both high schools have had adequate multicultural self-efficacy. in order to improve such attainment, school counseling service at islamic and public high schools need to enrich program which enables them to promote a multicultural atmosphere in-house as well as outside activities. for instance, in house activities, students are given opportunities to share their cultures with one another directly on various occasions, such as curricular, extracurricular, and cultural celebration activities. in outside activities, students are given opportunities to visit other schools for cultural exchange at consecutive times. school counselors as the ultimate personnel of guidance and counseling services may also promote multicultural self-efficacy encompassing cultural insight, communication, cultural values, cultural awareness, and flexibility as part of multicultural education in school settings via large group guidance service which makes enactive mastery learning and vicarious experience occur naturally. problem-based approach along with simulation methods would be beneficial and meaningful if implemented in the service. limitations and future direction some limitations of this study have recognized. smaller samples than targeted make the composition of respondents not proportional enough and leads to limit generalization. multicultural self-efficacy analysis based on student ethnicity has not carried out due to students’ confusion about their ethnic identity in terms of cultural practice. additionally, an yosef, y. 65 islamic guidance and counseling journal vol. 5, no. 1, pp. 56-70, january 2022 online survey has weakness in ensuring all participating samples complete the scale according to the research schedule. future study may consider more sample sizes, schools, and students’ ethnicities for comprehensive results. if possible, incoming studies have to also focus on islamic and public high schools in other areas in this province and other provinces that some surveys are less tolerant. mixed-method approach is recommended to grasp the deeper meaning of students’ multicultural self-efficacy as well as multicultural competencies. conclusions the current study describes findings of students’ multicultural self-efficacy levels based on school types, grade level, and gender concerning items of mses-hs. results suggest the students’ multicultural self-efficacy spread out between the lowest to the highest levels, where the trend is moderate to high. more data analysis indicates that male and female students and 10th, 11th, and 12th are not different in multicultural self-efficacy. the positivity of the findings possibly relates to the efforts of families, schools, and communities in fostering multicultural life through the social process so that students benefit from nurturing cultural atmosphere. implications of the current study for school counselors of islamic and public high schools are to enrich the guidance curriculum of basic service addressed to all students to facilitate their multicultural self-efficacy development success. acknowledgment the author thanks the rector of sriwijaya university for his and encouragement in doing this research. the author also thanks the school counselors who help gather the data and the students participating in this research. author contribution statement the author prepared the research project, collected and analyzed the data, and prepared the manuscript. references abdullah, m. 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(2017). multiculturalism in globalization era: history and challenge for a comparative study between islamic and public high schools on multicultural self-efficacy 70 islamic guidance and counseling journal vol. 5, no. 1, pp. 56-70, january 2022 indonesia. journal of social studies (jss), 13(1), 1–16. https://doi.org/10.21831/jss.v13i1.16966.g9971 copyright holder : © yosef, y. first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa islamic guidance and counseling journal how to cite: trijayanti, y. w., nurihsan, j., & hafina, a. (2019). gestalt counseling with empty chair technique to reduce guilt among adolescents at risk. islamic guidance and counseling journal, 2(1). 1-10. https://doi.org/10.25217/igcj.v2i1.302 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj gestalt counseling with empty chair technique to reduce guilt among adolescents at risk yessinta wahyu trijayanti1, juntika nurihsan, anne hafina universitas pendidikan indonesia, indonesia yessintawahyu@gmail.com1 article information: received april 4, 2018 revised october 18, 2018 accepted december 13, 2018 keywords: guilt; gestalt counseling; empty-chair technique abstract adolescent is defined as a period of transitional development from childhood to adulthood. this transition also requires adolescents to make some adjustment. those who cannot adjust themselves to the transition may induce guilt in them. guilt is an emotion that follows after a negative behavior. gestalt counseling with empty chair technique can help counselees finish their "unfinished business", and one of the unfinished businesses is guilt. the research aims to test the effectiveness of gestalt counseling with empty chair technique to reduce guilt among adolescents at risk. it adopted the quantitative approach with single subject research method. the sample was taken with a purposive sampling technique. the population included 16 adolescents at yayasan rumah tumbuh harapan in bandung in 2018, with three adolescents with a high level of guilt as samples. data were taken using guilt instrument. the research employed the a-b design. the results show a significant reduction of guilt based on the mean score in the baseline test and the mean score after the intervention. the mean baseline score of counselee es was 67.01, and after the intervention, the score fell to 50.19; the mean baseline score of counselee flo was 85.79 and went down to 76.72 after the intervention, and the mean baseline score of counselee pk was 77.64 and decreased to 63.91 after the intervention. thus, it can be concluded that gestalt counseling with empty chair technique is in general effective to reduce guilt. introduction the adolescent is defined as a period of transition between childhood and adulthood that covers changes in biological, cognitive, and social-emotional (santrock, 2014). the biological process of adolescent includes changes in the physical nature of individuals. the cognitive process includes changes in the mind, intelligence, and language of the individual. socialemotional processes include changes in individual relationships with other people, emotions, personality, and the role of social context in development (santrock, 2014). biological, cognitive, and social processes are intertwined closely. social process forms a cognitive process, cognitive process develop or inhibit social process, and biological processes affect the cognitive process. transition in life also requires adolescent to be able to adjust. self-adjustment is a variation of the organism's activities in overcoming an obstacle, satisfying need and establishing a harmonious relationship with the physical and social environment (chaplin, 1997). adaptation to the demands and changes of the adolescent as an effective mechanism to overcome stress and avoid psychological crises (calhoun & acocella, 1990). this is because https://doi.org/10.25217/igcj.v2i1.302 https://journal.iaimnumetrolampung.ac.id/index.php/igcj mailto:yessintawahyu@gmail.com gestalt counseling with empty chair technique to reduce guilt among adolescents at risk 2 islamic guidance and counseling journal vol. 2, no. 1, pp. 1-10, january 2019 the adolescent transition period causes many difficulties in adjusting to himself and the environment and development, in essence, is an adjustment effort that is an active attempt to overcome pressure and to find a way out of various problems. the adolescent has thoughts about "who am i" which is closely related to self-identity as his uniqueness because adolescent considers that its uniqueness is a great force in their lives. today adolescents face demands and expectations, as well as dangers and temptations that appear to be more and more complex than those faced by an adolescent at the past (santrock, 2014). some adolescents have a positive self-concept and a positive relationship with others so that they can go through childhood into adulthood. however, some teenagers today are faced with a complex lifestyle choice. in america, accidents and suicides among adolescents, drug consumption, juvenile delinquency, and the frequency of pregnancy in adolescent become familiar phenomena. in 1989, 36 of the 1000 girls aged 15-17 in the united states had a baby, 8% higher than in 1988. the rate of pregnancy in adolescents in the united states is the highest in the western world. another behavioral study conducted in jakarta and merauke reported that young people have a high enough tendency to engage in activities related to sexual behavior such as kissing, sexual stimulation, masturbation, or even having sex before marriage. in this study focused on adolescent at risk of premarital pregnancy (hidayangsih, tjandrarini, mubasyiroh, & suparmi, 2009). the tendency of premarital sexual behavior among adolescent is increasingly occurring, reflected in cases of abortion in indonesia every year it reaches 2.3 million, 30 percent of which are carried out by adolescent unwanted pregnancy (adverse event) in adolescents shows a tendency to increase between 150,000 and 200,000 cases each year. a survey conducted in nine major cities in indonesia shows, unwanted pregnancy reached 37,000 cases, 27 percent of which occurred in premarital environments and 12.5 percent were students (media, 2009). premarital could causes self-destruction (hartati, 2018). the adolescent with very high risk has some problematic behavior and about 10 percent of the adolescent population (santrock, 2014). delinquency is associated with early sexual activity, pregnancy at a young age, addictive substance abuse, and the release of a child from school. in his research (azinar, 2013) said that adolescents today tend to be permissive towards free sex. this is due to the opening of opportunities for courtship activities that lead to free sex. even though sexual intercourse, even if only once can cause pregnancy during adolescent in the fertile period (marmi, 2013). domestic violence and lack of love from parents make adolescent seeks for love from their male counterparts, thus triggering the onset of sexual intercourse that causes pregnancy (gyan, 2013). the factors that significantly influence premarital sexual behavior in the adolescent is religiosity, attitude toward sexuality, access, and contact with information media, close friends' attitude and premarital sexual behavior of a close friend (azinar, 2013). the development of increasingly sophisticated science and technology, including the development of social media has a greater influence on adolescents, one of them is a handphone, with various application facilities that have persuasive abilities in the adolescent. this condition implies that intensive sex education for adolescent, especially at home and at school, that is increasingly important (indonesia, 2012). based on the above explanation it can be concluded that adolescent is at risk of being prone to pregnancy before marriage caused by several factors, including; lack of parental affection, parental domestic violence, close friend influence, low individual religious level, persuasive social media toward sexual behavior, and lack of family sex education. the negative consequence of free sex, unwanted pregnancy, abortion, psychological distress, and marriage by accident or mba (hasan & nasma, 2008). it is the risk of stress, depression, quit from school, mistreatment on the baby, feeling alienated because the environment and friend are away (hanum, 2016). the adolescent who is pregnant at a young yessinta wahyu trijayanti, juntika nurihsan, anne hafina 3 islamic guidance and counseling journal vol. 2, no. 1, pp. 1-10, january 2019 age and continuing study will be dropout temporarily or so on and can lose what they just started (safrudin, kes, hamidah, & kes, 2009). in the end, the problem of pregnancy in adolescent affects his/herself. the adolescent with an unwanted pregnancy is the problem that causes stress. the main source of stress is a disgrace because of being pregnant without getting married, feeling guilty of abortion, racing at a time because getting pregnant is getting bigger. he will feel increasingly depressed because of fear to convey to parents, excluded from family because of pregnancy, considered abnormal in association (manuaba, 2001). adolescent pregnancy also creates severe psychological consequences (sampoerna, 1982). pregnancy in adolescent experiences a sense of inferiority, shame, and feel guilty for having taken actions that are seen as disgrace and sin by religious norms and society. in some cases, pregnant teenagers even make suicidal decisions because they feel very guilty, helpless, depressed, confused and frustrated (chilman, 1980). the desire arises to end the pregnancy with abortion and attempted suicide (nirwana, 2011), feelings of despair, low self-esteem, and self-blame attitude is also related to suicide committed by adolescents on the problem faced (santrock, 2014). psychological consequence of adolescent who accompanies suicide, abortion, and does not want to give birth to their children, apparently have a higher guilty feeling (khisbiyah, 1994). guilt is a violation of the value system that exists in the general public. guilt is an introspective emotion which is the result of self-reflection and negative events (baumeister, vohs, nathan dewall, & zhang, 2007). guilt is unwanted self-acceptance. guilt is also a negative emotional state that arises when an individual is at odds with the standardization of behavior that should be (xu, bègue, & shankland, 2011). guilt is a negative judgment on oneself in the form of criticism of a specific behavior which includes feeling tense, sorry, sad about the mistakes that have been made, and marked by cursing themselves, over thinking, hoping that he would avoid the mistake that had been done, encourage himself to confess, repair, and apologize (hastings, northman, & tangney, 2002). guilt can be shown by the tendency to evaluate negative selfbehavior and behavior improvement (hastings et al., 2002). evaluation of negative selfbehavior is characterized by a feeling tense, regret, sadness for the mistakes that have been made, cursing themselves, thinking about problems that are being faced repeatedly, and hoping to cancel the mistakes that have been made. behavioral improvement indicated by self-motivation to admit mistakes that have been made, improvement, and apology (weersing, weisz, & donenberg, 2002). individual guilt can change individual behavior and ease discomfort (vangelisti, daly, & rudnick, 1991). the influence of guilt is believed to be an effective control strategy because it leads to a change in the behavior of violater (ferguson & stegge, 1995). in this view, guilt expresses not only the recognition of an individual mistake but also the evaluation of negative self-behavior. therefore, in the process of evaluating negative selfbehavior and improvement of behavior violations that have been done, it requires guidance and counseling. considering that one of the objectives of guidance and counseling is to change individual behavior to achieve a more productive and satisfying life (yusuf & nurihsan, 2006), maintaining and achieving positive mental health so that individual achieves integration, adjustment and positive identification of others, achieving personal effectiveness, and encouraging individuals to be able to make decisions that are important to themselves. research on orphanage children has found that orphanage children tended to show difficulties in their social adjustment which reflected the psychological need to be able to adjust the procedures or rules of the environment (hartini, 2001). the psychological problems experienced by the orphanage children were inferior personality, passive, apathetic, withdrawn, easily discouraged, full of fear and anxiety (hartini, 2001). gestalt counseling with empty chair technique to reduce guilt among adolescents at risk 4 islamic guidance and counseling journal vol. 2, no. 1, pp. 1-10, january 2019 some previous researches used empty chair techniques to overcome isolated students (lestari, 2015), reduced the attitude of being rude (ramadhani, 2018), and increasing assertive behavior of students bullying victim (rahmah, 2014), overcoming aggressive behavior (dyastuti, 2012), intensifying attachment-related sadness and decreasing intensity among suffering from unresolved anger individuals (narkiss-guez, zichor, guez, & diamond, 2015). these researches have examined the effect of using this technique on adolescent maladaptive behaviors. the results show that empty chair techniques can significantly reduce this behavior. however, the study did not specifically and deeply discuss the impact of counseling with an empty chair in overcoming unfinished business, especially in guilt among adolescents at risk. therefore, in this study, the researchers focused on the problem of reducing the guilt among adolescents at risk. based on the background of the researchers described above, the purpose of this study was to examine the effectiveness of gestalt counseling with empty chair techniques to reduce guilt among risky teenagers. methods the approach used in this study was a quantitative approach. this approach was used because it has characteristics including the research that describes research problems through a description of the tendency or a need for an explanation of the relationships between variables (creswell, 2002). the research method used in this research was single-subject research. the population in this study was adolescent in the rumah tumbuh harapan foundation in bandung in 2018; the population consisted of 15 people. the research sample was taken by using purposive sampling technique, in this technique the researcher selects certain elements from the population that will represent or provide information about interesting topics (mcmillan & schumacher, 2010). in this study the sample chosen was adolescent with a high level of guilt, there were three people. the research design used was a-b design. the a-b design consists of two conditions, namely baseline, and intervention (juang, 2005). the a-b design was chosen because it has advantages in the process inside. the basic procedures of a – b design see figure 1. figure 1. a-b basic design procedure graph guilt brings the individual to focus on their negative behavior towards their victims (baumeister et al., 2007). the study has supported another research that state guilt focuses on tension and remorse for having done wrong behavior (sanftner & crowther, 1998). the feeling of guilt is a conscious emotion that blames him/herself and regrets for moral violation (klass, 1988). guilt is a concept that forms part of a matrix relating to moral division and unification, including a violation of a mistake by blaming self, saddened by a sin that has been committed and regretted (singh, 2003). based on the explanation above that aspect of guilt is yessinta wahyu trijayanti, juntika nurihsan, anne hafina 5 islamic guidance and counseling journal vol. 2, no. 1, pp. 1-10, january 2019 evaluating behavior that violates morals and interpreting the violation by improving it. this conclusion is supported by experts who examine guilt; guilt can be shown by the tendency to evaluate negative self-behavior and behavior improvement (hastings et al., 2002). evaluation of negative self-behavior is characterized by a feeling of tension, regret, sadness to the mistakes that have been made, cursing self, thinking about problems that are being faced repeatedly, and hoping to cancel the mistakes that have been made. the behavioral improvement according to is indicated by the self-motivation to admit mistakes that have been made, improvement, and apology (weersing et al., 2002). excessive guilt covers two aspects, namely aspects of evaluating not optimal negative behavior that is not optimal and aspect of improper behavior improvement. the aspect of evaluating negative behavior that is not optimal is characterized by the excessive tense feeling that causes deep fear, deep regret, protracted sadness, cursing oneself for the behavior that has been done, thinking over and over again the mistakes that have been made, and hoping to cancel mistakes that have been made. improper aspects of improper behavior characterized by not acknowledging mistakes that have been made, so that what is raised is self-defense, efforts to make up for negative behavior that is not responsible, and avoid apologizing to those who have been harmed because of a deep feeling of tension. the intervention developed to reduce guilt is to use gestalt counseling with empty chair techniques. one of the goals of gestalt counseling is to stimulate counselees to develop their awareness fully, to understand every second, every minute of experience that arises in the counselee's experiential field. the process of gestalt counseling is usually carried out in certain stages consisting of five stages (joyce & sills, 2018). each stage has its priorities and objectives so that the counselor will always carry out the purpose of counseling by the stages of counseling. the following stages are not basic guidelines, but only a flexible outline for counselors. these stages are first stage (the beginning phase), second stage (clearing the ground), third stage (the existential encounter), fourth stage (integration), and fifth stage (ending). the step to test the validity of item statement was done using statistical processing techniques, namely biserial points correlation. calculation of item validity statement was done with the help of microsoft excel computer program. instrument reliability is operationally expressed as a correlation coefficient (r) (saifudin, 2012). to determine the level of reliability of the instrument, testing was done using cronbach's alpha (α) formula. based on the calculation of the instrument reliability test using spps, the alpha value was 0.83 from 30 items. alpha reliability coefficient benchmark with a value of 0.83 was a high degree of reliability. results and discussion the results of the effectiveness study found that gestalt counseling with empty chair techniques was generally effective for reducing guilt. research subject showed the change in guilt score after experiencing gestalt counseling intervention with empty chair techniques. recapitulation of the effectiveness of gestalt counseling with empty chair techniques can generally be seen in table 1. the results of the study indicated that the use of gestalt counseling with empty chair techniques was effective in reducing teenage guilt. this can be seen from the average baseline score decreasing in the mean score of the intervention. the results of the research during the counseling session were as follows. the results of research on es respondents showed that there was a condemnation of oneself, excessive fear, hoping to cancel the mistakes that have been made. this condition was marked by an attempt to escape from home, for fear of being punished by the family. escape behavior was part of juvenile delinquency. juvenile delinquency was behavior that was not socially acceptable until the violation (escape) status gestalt counseling with empty chair technique to reduce guilt among adolescents at risk 6 islamic guidance and counseling journal vol. 2, no. 1, pp. 1-10, january 2019 to crime (santrock, 2014). this behavior can be caused by peer influence about self-resilience and the influence of low supervision by parents, low support, and application of ineffective discipline. parenting plays an important role in individual development, one of which instills a sense of guilt to develop a sense of responsibility (covey, 2014). counselee initial baseline (a) baseline deviation standard average intervention (b) intervention deviation standard difference average (a) (b) es 67,01 17,63 50,19 5,07 16,82 flo 85,79 8,21 76,72 2,87 9,07 pk 77,64 12,14 63,91 4,95 13,73 table 1. the difference of average guilt score and deviation standard at baseline (a) and intervention (b) the second respondent, flo, showed deep regret, excessive sadness, and repeated thinking about the negative behavior that had been done. this condition was marked by an attempt to commit suicide, abortion, the existence of a mechanism of self-defense against his family with dishonesty over the behavior that had been done to resolve the problem. these efforts were carried out because of the high level of guilt towards his family. excessive guilt can damage the relationship between one’s self toward others, therefore, one’s hate themselves (fisher & exline, 2010). the last respondent, pk showed that there were deep regret and excessive sadness. this condition was marked by attempted suicide and abortion as an effort to solve the problem. these efforts were carried out because of the high level of guilt. the psychological consequence of adolescents who accompany suicide, abortion, and do not want to give birth to their children, apparently have a higher guilty feeling. excessive guilt (excessive guilt) can develop into maladaptive behavior the maladaptive behavior caused by high guilt or excessive guilt in this study was the existence of an abortion attempt and has the intention to commit suicide (dacey, kenny, & margolis, 2000). the adolescent who chooses to commit suicide as an option in overcoming a problem is serious psychological disorders. for most, this is the result of stress, anxiety, and depression, thus experiencing lower problem-solving abilities, never experiencing success, with low academic achievement. widely published suicide can cause a latent suicidal tendency in adolescent (moore & rosenthal, 2007). based on the above explanation it can be concluded that adolescent who experienced the consequence of free sex can cause high or excessive guilt so that it can impact maladaptive behavior. this research provides a new information about how important to help adolescent with guilt in order to prevent the worst possibility it takes. furthermore, it is useful for counselor or professional mental health care to conduct this approach and technique in this particular circumstance. conclusions in general, the level of adolescent guilt at rumah tumbuh harapan foundation in the academic year 2018 was in the high category. high guilt is characterized by a feeling of tension, deep sadness, self-punishment, deep regret, repetitive mistakes, and hopes to cancel the defeat that has been done, not to admit the mistake done, redeem irresponsible negative behavior, and avoid apologizing. gestalt counseling with empty chair techniques effectively reduces guilt in at-risk adolescent. the results showed a decrease in guilt based on the average score results at the baseline and the average score on the intervention. the es counselee baseline average score yessinta wahyu trijayanti, juntika nurihsan, anne hafina 7 islamic guidance and counseling journal vol. 2, no. 1, pp. 1-10, january 2019 was 67.01 after being given intervention decreased to 50.19, the counselee flo baseline average score was 85.79 after being given intervention decreased to 76.72, and the counselee pk baseline average score was 77. sixty-four after being given intervention decreased to 63.91. for further researchers, it can be developed about gestalt counseling with empty chair techniques in various backgrounds of life (education, health, social, etc.). acknowledgments the authors present their sincere appreciation goes to dr. mamat supriatna, m.pd. who had given authors inspiration on deciding the topic of this research, dr. nurhudaya, m.pd. as head of guidance and counseling department universitas pendidikan indonesia who had given his expert judgment for the research instrument, dr. nandang rusmana, m.pd. and dr. nandang budiman, m.pd. who had given critical advice on this research, and charles wong, m.pd. as head of the institute who allowed researchers to conduct this research at his institute and shared his experience on the same topic of research. author contributions statements yw collected initial data, then formulated a draft of research topic for further study and discussed it with jn and ah. the research started with a detailed investigation of the theories, then formulated instrument blueprint and its items. the 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(2019) first publication right: © islamic guidance and counseling journal this article is under: https://doi.org/10.1111/j.1468-2958.1991.tb00527.x 180.%20https:/doi.org/10.1207/s15374424jccp3102_03 https://doi.org/10.1111/j.1751-9004.2011.00364.x https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&scioq=kathryn+%26+kathryn+konseling+remaja&q=yusuf%2c+s.%2c+%26+nurihsan%2c+a.+j.+%282006%29.+landasan+bimbingan+%26+konseling.+program+pascasarjana+universitas+pendidikan+indonesia+dengan+pt+remaja+rosdakarya.&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: 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). https://doi.org/10.25217/igcj.v6i1.3179 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the mediating role of depressive symptom in burnout and career readiness relationship: a study on arabic language learners akla akla*, aguswan khotibul umam, dian ekawati, nurkholis nurkholis institut agama islam negeri metro, indonesia akla@metrouniv.ac.id* article information: received november 14, 2022 revised february 15, 2023 accepted march 3, 2023 keywords: arabic language learners; burnout; career readiness; depressive abstract the present study aimed to investigate the relationship between burnout, career readiness, and depressive symptoms among arabic language learners in indonesia. the study used a cross-sectional design and surveyed a sample of arabic language learners. results of the study suggest that there is a moderate to low positive correlation between burnout, career readiness, and depressive symptoms, with burnout having a stronger correlation with career readiness and depressive symptoms than career readiness does with depressive symptoms. additionally, the results suggest that burnout is a significant predictor of career readiness. however, the relationship between burnout and career readiness, through depression, is weak. these findings provide valuable insights into the relationship between burnout, career readiness, and depressive symptoms among arabic language learners in indonesia, but it is important to consider the limitations of the study, such as the small sample size, when interpreting the results. future research should aim to address these limitations in order to gain a more comprehensive understanding of the relationship between these concepts. introduction the issue of burnout among language learners has significant implications for both individual well-being and the overall quality of language education. burnout can lead to negative outcomes such as decreased academic performance, which can in turn affect the overall quality of students’ performance (salanova et al., 2009). additionally, individuals who experience burnout may be less likely to pursue careers in language education, potentially leading to a shortage of qualified language teachers (swanson, 2012). on the other hand, career readiness is an important concern for students as they approach graduation and transition into the workforce. students who are more career ready tend to have better job prospects and a smoother transition into the workforce (hooley et al., 2011). however, research has indicated that students who experience burnout may have lower levels of career readiness (rudman & gustavsson, 2012), potentially impacting their ability to successfully enter the job market. given the potential negative impacts of burnout and the importance of career readiness for students, it is crucial to understand the factors that may influence these concepts. the present study aims to investigate the mediating role of depressive symptoms in the relationship between burnout and career readiness among arabic language learners in indonesia. by understanding this relationship, we can develop strategies to address burnout and promote career readiness https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3179 https://orcid.org/0000-0001-5471-4912 mailto:akla@metrouniv.ac.id https://orcid.org/0009-0009-7219-1751 https://orcid.org/0000-0001-9280-8952 https://orcid.org/0009-0009-2752-9071 the mediating role of depressive symptom in burnout and career readiness relationship: a study on arabic language learners 60 islamic guidance and counseling journal vol. 6, no. 1, pp. 59-69, 2023 among language learners, ultimately leading to better outcomes for both individuals and the language education field as a whole. burnout, characterized by emotional exhaustion, cynicism, and decreased personal accomplishment, has been identified as a significant issue among language learners (li et al., 2021). similarly, career readiness, or the ability to successfully transition from education to employment (detgen et al., 2021), is an important concern for students as they approach graduation. the literature on burnout and career readiness has consistently shown that these two concepts are interconnected (espeland, 2006; harry & coetzee, 2013; mccullough, 2022), with burnout potentially impacting career readiness and vice versa. however, the specific mechanisms underlying this relationship are not fully understood. burnout has been widely studied in the field of education (ishak et al., 2013; maroco & campos, 2012; mccullough, 2022; rudman & gustavsson, 2012; salanova et al., 2009; walburg, 2014), with research identifying various risk factors such as workload (jacobs & dodd, 2003), lack of support (olwage & mostert, 2014), and role conflict (lingard, 2007). in the language learning context, additional risk factors such as language anxiety and cultural adaptation difficulties have been identified (khawaj et al., 2018; nnadi, 2018). the consequences of burnout can be severe, with research linking burnout to negative outcomes such as decreased life satisfaction and performance (salanova et al., 2009). burnout has also been linked to negative outcomes for the individuals experiencing it, such as decreased wellbeing (dunn et al., 2008) and increased risk of physical and mental health problems (gerber et al., 2015; hodge et al., 2020). career readiness, or the ability to successfully transition from education to employment, is an important concern for students as they approach graduation (detgen et al., 2021). a number of factors have been identified as contributing to career readiness, including academic and technical skills (park et al., 2017), career planning and decision-making skills (stebleton et al., 2020), and personal and social skills (dymnicki et al., 2013). research has indicated that students who are more career ready tend to have better job prospects and more successful transitions to the workforce (hooley et al., 2011). however, there is also evidence suggesting that burnout may be related to lower levels of career readiness. researcher found that students who experienced higher levels of burnout had lower levels of career readiness (rudman & gustavsson, 2012). in addition to the negative impact on job prospects and successful transitions to the workforce, lower levels of career readiness may also have negative impacts on individual wellbeing (magnano et al., 2021). students who are less career ready may experience increased stress and anxiety as they approach graduation and face the challenges of entering the job market (huang, 2012). there are a number of strategies that have been suggested for promoting career readiness among students. these strategies include providing access to career counseling and resources (sampson, 2004), incorporating career development into the curriculum (stebleton et al., 2020), and encouraging students to engage in experiential learning opportunities such as internships and co-op programs (hooley et al., 2011). research has indicated that these strategies can be effective in promoting career readiness among students. depression is a common mental health disorder characterized by persistent feelings of sadness, hopelessness, and a lack of interest or pleasure (kroenke et al., 2001). it can have significant negative impacts on individuals, including difficulties with work and school. depression has been linked to decreased productivity and absenteeism in the workplace, and can also impact academic performance and school attendance (gao et al., 2020; lawrence et al., 2019). research has indicated that depression may be a mediator in the relationship between burnout and job performance (chen et al., 2020; sun et al., 2022). researcher found that burnout was significantly related to lower job performance, and that this relationship was akla, a., umam, a. k., ekawati, d., & nurkholis, n. 61 islamic guidance and counseling journal vol. 6, no. 1, pp. 59-69, 2023 partially mediated by depression (sun et al., 2022). this suggests that depression may play a role in the negative impact of burnout on academic performance. while the potential mediating role of depression in the relationship between burnout and career readiness has not yet been fully explored, it is possible that individuals who experience burnout may be more likely to develop depressive symptoms, which in turn could impact their career readiness. burnout has been linked to negative outcomes such as decreased life satisfaction and academic performance (salanova et al., 2009), which may lead to decreased motivation and engagement in career-related activities. additionally, the negative emotional and cognitive symptoms of burnout, such as emotional exhaustion and cynicism, may overlap with those of depression and contribute to the development of depressive symptoms. in summary, the literature suggests that burnout, career readiness, and depression are interconnected concepts, with burnout potentially impacting career readiness and depression potentially playing a mediating role in this relationship. however, further research is needed to fully understand the specific mechanisms underlying these relationships. the present study aims to contribute to this literature by examining the mediating role of depression in the relationship between burnout and career readiness among arabic language learners in indonesia. rationale of the study this study was conducted in indonesia, a southeast asian nation with a population of over 270 million people. indonesia is a diverse country with over 700 languages spoken and a wide range of cultural and religious practices. the study was conducted among students at a university in indonesia, where arabic is offered as a foreign language option. given the potential negative impacts of burnout and the importance of career readiness for students, it is important to understand the factors that may influence these concepts. while the relationship between burnout and career readiness has been previously studied, the potential mediating role of depressive symptoms in this relationship has not yet been fully examined. by exploring this mediating role, the present study aims to add to the existing research on burnout and career readiness and provide a better understanding of the factors that may influence these concepts. objectives the primary objective of this study is to examine the mediating role of depressive symptoms in the relationship between burnout and career readiness among arabic language learners in indonesia. methods research design this study used a cross-sectional design to examine the relationship between burnout, career readiness, and depression in arabic language learners. data were collected at one time point using online surveys. participants the sample consisted of 1126 arabic language learners who were recruited from several islamic state universities in indonesia (see table 1 for characteristics of the participants). the participants were 17 – 24 years old (m = 20.03; sd = 1.56). inclusion criteria for the study were being an arabic language learner and having at least one semester of arabic language instruction. the mediating role of depressive symptom in burnout and career readiness relationship: a study on arabic language learners 62 islamic guidance and counseling journal vol. 6, no. 1, pp. 59-69, 2023 instruments this research uses four instruments, namely demographic questions, depressive symptoms, burnout, and career readiness. in addition to demographic questions, the instruments used are adaptations obtained from various credible sources. the authors used four adaptation stages before the instruments can be used (hernández et al., 2020). the four stages are as follows 1) transliteration into indonesian, 2) back transliteration into english, 3) evaluation of transliteration accuracy, and 4) validation testing. depressive symptoms the patient health questionnaire-9 (phq-9) was used to measure depressive symptoms. the phq-9 is a self-report measure that consists of nine items that assess the severity of symptoms experienced in the past two weeks. each item is rated on a 4-point scale, ranging from 0 (not at all) to 3 (nearly every day). the total score ranges from 0 to 27, with higher scores indicating more severe 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 phq-9 was chosen for this study because it is a brief and reliable measure of depression that has been widely used in research and clinical practice. burnout the bbi-10 (nuorten koulu-uupumusmenetelmä) was used to measure burnout in adolescents. the bbi-10 is a self-report measure that consists of 10 items that assess feelings of exhaustion, cynicism, and reduced efficacy related to school. examples of items on the bbi10 include: "i feel exhausted because of my schoolwork", "i feel that i'm not good enough for school", and "i feel that school is a waste of time" each item is rated on a 4-point scale, ranging from 1 (never) to 4 (very often). the total score ranges from 10 to 40, with higher scores indicating more severe burnout. the bbi-10 has been found to have good reliability and validity for the assessment of burnout in adolescents (salmela-aro et al., 2004). career readiness the work competence (almarzoky abuhussain et al., 2021) was used to measure career readiness in this study. the work competence scale is a self-report measure that consists of 15 items that assess specific aspects of career readiness namely work competence. examples of items include: "i have a solid theoretical understanding of my field of work", "i can’t wait to start work and throw myself into a project", and "i am eager to throw myself into my work" each item is rated on 5-point likert scale, with higher scores indicating higher levels of career readiness. the scale has been found to have good reliability and validity for the assessment of career readiness in pharmacy graduates and interns (almarzoky abuhussain et al., 2021). procedures participants were recruited from several islamic state universities in indonesia. inclusion criteria for the study were being an arabic language learner and having at least one semester of arabic language instruction. the study received approval from the institut agama islam negeri metro. participants provided informed consent and completed the measures online format. the measures were administered in the following order: demographic questions, depressive symptoms, burnout, and career readiness. the entire scales took approximately 15 minutes to complete. data analysis data were analyzed using spss 24. descriptive statistics (e.g., means, standard deviations) were calculated for all variables. to examine the relationship between burnout, akla, a., umam, a. k., ekawati, d., & nurkholis, n. 63 islamic guidance and counseling journal vol. 6, no. 1, pp. 59-69, 2023 career readiness, and depression, we conducted pearson's correlation analyses. we also conducted multiple regression analyses to examine the unique contributions of burnout and depression to career readiness. to assess the mediating role of depression in the relationship between burnout and career readiness, we conducted mediation analysis using the hayes process (hayes et al., 2017). results and discussion results authors conducted two pre-assumption tests before descriptive, pearsons correlation, multiple regression, and mediation analyses namely q-q plot and variance inflation factors (vif). these tests are necessary to make sure the data were normally distributed and no multicollinearity. the results of q-q plot test showed that the distribution of data for each variable follows the line with most of the data aligning on the middle of the line. on the other hand, the vif values found no less than 10, which mean there is no multicollinearity found. table 1. characteristics of participants (n = 1126) variables n sex male female age living area urban sub-urban rural semester 1 3 5 7 or more siblings 0 1 2 3 or more spendings in one month (idr) < 500.000 500.000 – 1.000.000 1.000.000 – 2.000.000 2.000.000 – 3.000.000 > 3.000.000 having hustle yes no active member of organizations yes no residence boarding house with relatives with parents arabic listening skills very high high moderate low negligible 364 762 m = 20.03; sd = 1.56 197 96 833 89 609 284 144 55 46 435 590 319 579 170 33 25 205 921 418 708 646 99 381 9 41 384 599 93 the mediating role of depressive symptom in burnout and career readiness relationship: a study on arabic language learners 64 islamic guidance and counseling journal vol. 6, no. 1, pp. 59-69, 2023 arabic speaking skills very high high moderate low negligible arabic reading skills very high high moderate low negligible arabic writing skills very high high moderate low negligible 7 25 290 664 140 12 58 396 580 80 6 29 315 664 112 table 2. mean, standard deviation, and pearson correlation (n = 1126) variables m sd career readiness depressive burnout 31.75 11.69 .608** .468** career readiness 58.85 14.420 .260** depressive 12.99 7.41 **. correlation is significant at the .01 level (2-tailed). table 3. results of multiple liner regression analysis with career readiness as dependent variable (n = 1126) variables b se β t p burnout .768 .033 .623 23.237 .000 depressive -.060 .052 -.031 -1.153 .249 career readiness as dv df f r2 adj. r2 p 2 330.49 .371 .369 .000 table 2 showed the mean score for burnout was 31.75 (sd = 11.69), the mean score for career readiness was 58.85 (sd = 14.420) and the mean score for depressive symptoms was 12.99 (sd = 7.41). the correlation between burnout and career readiness was found to be significant (r(x) = .608, p < .01), indicating a moderate positive relationship between the two variables. similarly, the correlation between burnout and depressive symptoms was significant (r(x) = .468, p < .01), indicating a moderate positive relationship between the two variables. the correlation between career readiness and depressive symptoms was found to be also significant (r(x) = .260, p < .01), indicating a low positive relationship between the two variables. overall, this study suggests that there are moderate to low positive correlations between burnout, career readiness and depressive symptoms, with burnout having a stronger correlation with career readiness and depressive symptoms than career readiness does with depressive symptoms. the results of the regression test can be seen in table 3. the proposed model, a multiple regression analysis, was used to predict career readiness based on burnout and depressive symptoms. the model was found to be significant (f(2, x) = 330.49, p = .000), with an rsquared value of .371, indicating that 37.1% of the variance in career readiness can be explained by the predictor variables. the beta coefficient for burnout in predicting career readiness was .623, which was found to be significant (p = .000), indicating that as burnout increases, career readiness decreases. the beta coefficient for depressive symptoms in predicting career readiness was -.031, which was not found to be significant (p = .249), indicating that depressive akla, a., umam, a. k., ekawati, d., & nurkholis, n. 65 islamic guidance and counseling journal vol. 6, no. 1, pp. 59-69, 2023 symptoms do not predict career readiness. overall, this study suggests that burnout is a significant predictor of career readiness, while depressive symptoms do not predict career readiness. table 4 indicated that burnout has a significant and positive relationship with depression (r2 = .2190, β = .296, t = 17.7543, p = .000). this suggests that as burnout increases, depression also increases. additionally, the relationship between burnout and depression has a significant and negative relationship with career readiness (r2 = .3707, β = .767, t = 23.327, p = .000). burnout has a strong positive effect on career readiness, while depression has a weak negative effect (β = -.060, t = -1.1532, p = .249). furthermore, the results of bootstrapping analysis show that the indirect effect estimation of the relationship between burnout and career readiness through depression falls within the interval of -.0452 to .0097 (β = -.017, 95% ci [-.0452, .0097]). this suggests that the relationship between burnout (bo) and career readiness (cr), through depression (dp), is weak. discussion the results of this study suggest that there is a moderate to low positive correlation between burnout, career readiness, and depressive symptoms among arabic language learners in indonesia. specifically, burnout has a stronger correlation with career readiness and depressive symptoms than career readiness does with depressive symptoms. this means that burnout may have a direct impact on an individual's ability to be ready for their future career. this probably would be a significant reason why people struggle to remain focused and motivated to improve thei career. eventually, it would decrease one’s readiness for their future career. these findings are consistent with previous research on the relationship between burnout and career-related outcomes. for example, burnout was found negatively associated with career readiness in several participants characteristics (espeland, 2006; mccullough, 2022). aditionally, burnout was negatively associated with career adaptability (doğanülkü & kırdök, 2021; harry & coetzee, 2013). furthermore, the results suggest that the relationship between burnout and career readiness, through depression, is weak. this may indicate that depressive symptoms do not play a significant mediating role in the relationship between burnout and career readiness among arabic language learners in indonesia. in other words, depressive symptoms may not be the key factor that affect one’s career readiness like what burnout could do in its direct relationship. this also highlight the complexity relationship between burnout, depression, and career readiness. despite several studies showed that depression may be a mediator in the relationship between burnout and job performance (chen et al., 2020; sun et al., 2022). furthermore, burnout was significantly related to lower job performance, and that this relationship was partially mediated by depression (sun et al., 2022). it is also possible that other factors such as stressors related to learning a foreign language, cultural adjustment difficulties and lack of social support, might play a role in the relationship between burnout, career readiness and depressive symptoms (khawaj et al., 2018; nnadi, 2018). tabel 4. the effect of psychological well-being as mediator in the relationship of perceived teacher management skills and academic motivation variables β se t p llci ulci r r2 f p model 1 dp as dv .4680 .2190 315.215 .000 bo . 296 .0167 17.7543 .000 .2638 .3294 cr as dv .6087 .3705 330.491 .000 bo .767 .0330 23.327 .000 .7028 .8327 dp -.060 .0521 -1.1532 .249 -.1642 .0422 total effect .749 .0292 25.6800 .000 .6925 .8071 indirect eff -.017 .0140 -.0452 .0097 the mediating role of depressive symptom in burnout and career readiness relationship: a study on arabic language learners 66 islamic guidance and counseling journal vol. 6, no. 1, pp. 59-69, 2023 implications the results of this study have several implications for understanding the relationship between burnout, depressive symptoms, and career readiness among arabic language learners in indonesia. firstly, the results suggest that burnout may play a more significant role in the relationship between these concepts than depressive symptoms does. this highlights the importance of addressing burnout among arabic language learners in order to promote their career readiness. this may include providing support and resources for managing stress and workload, as well as promoting self-care and well-being. secondly, the study results suggest that burnout is a significant predictor of career readiness. this highlights the negative impact of burnout on an individual's ability to be ready for their future career. therefore, it is important for educators and professionals working with arabic language learners to address burnout and provide support to students who may be at risk of burnout. finally, the results suggest that the relationship between burnout and career readiness, through depression, is weak. this may indicate that depressive symptoms do not play a significant mediating role in the relationship between burnout and career readiness among arabic language learners in indonesia. but it is also possible that other factors such as stressors related to learning a foreign language, cultural adjustment difficulties and lack of social support, might play a role in the relationship between burnout, career readiness and depressive symptoms. therefore, it is important to consider these factors in future research. limitations and suggestions firstly, the sample size of the study may be considered small, which limit the generalizability of the findings to other populations. additionally, the study used a crosssectional design, which does not allow for determination of causality between the study variables. therefore, a larger sample size and a longitudinal design would be beneficial in future research. secondly, the study only focused on arabic language learners in indonesia, which means that the results might not be generalizable to other cultures or languages. therefore, future research could explore the relationship between burnout, career readiness and depressive symptoms among different languages and cultures to gain a more comprehensive understanding. thirdly, the study relied on self-reported measures, which may be subject to bias. therefore, future research could utilize multiple methods of data collection, such as interviews or observations, to gain a more accurate understanding of the relationship between burnout, career readiness, and depressive symptoms. future research should aim to address these limitations, such as the sample size, design, and the culture and language restriction, in order to gain a more comprehensive understanding of the relationship between these concepts. conclusion in conclusion, this study aimed to investigate the relationship between burnout, career readiness, and depressive symptoms among arabic language learners in indonesia. the results suggest that there is a moderate to low positive correlation between burnout, career readiness, and depressive symptoms, with burnout having a stronger correlation with career readiness and depressive symptoms than career readiness does with depressive symptoms. additionally, the results suggest that burnout is a significant predictor of career readiness. however, the relationship between burnout and career readiness, through depression, is weak. while these findings provide valuable insights into the relationship between burnout, career readiness, and depressive symptoms among arabic language learners in indonesia, it is important to consider the limitations of the study, such as the small sample size and cross-sectional design, when interpreting the results. future research should aim to address these limitations in order to gain a more comprehensive understanding of the relationship between these concepts. akla, a., umam, a. k., ekawati, d., & nurkholis, n. 67 islamic guidance and counseling journal vol. 6, no. 1, pp. 59-69, 2023 acknowlegment the authors would like to sincere their gratitude to everyone who involved in 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1080/0161956x.2017.1302213 https://doi.org/10.1016/j.ijnurstu.2012.03.010 https://doi.org/10.1080/10615800802609965 https://doi.org/10.1080/02678370412331317480 https://doi.org/10.1002/joec.12135 https://doi.org/10.3390/ijerph191610359 https://doi.org/10.1177/1362168812455588 https://doi.org/10.1016/j.childyouth.2014.03.020 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: mulawarman, m., susilawati, s., syifa, l., & rifani, e. (2020). classroom guidance strategy with flipped method in guidance and counseling services at indonesia schools in the digital era. islamic guidance and counseling journal, 3(2). https://doi.org/10.25217/igcj.v3i2.646 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung classroom guidance strategy with flipped method in guidance and counseling services at indonesia schools in the digital era mulawarman mulawarman1*, susilawati susilawati2, layyinatus syifa1, endang rifani3 universitas negeri semarang, indonesia1 universitas bengkulu, indonesia2 universitas pgri semarang, indonesia3 mulawarman@mail.unnes.ac.id* article information: received december 3, 2019 revised january 21, 2020 accepted january 29, 2020 keywords: classroom guidance; flipped classroom; guidance and counseling abstract the demand for a better education system will result in not only a better academic achievement but also students with better character. particularly in this digital era, it is very important to integrate technology in the process of guidance and counseling services at schools. this article aims to provide a critical review of implementation and application of classical guidance with format flipped classroom in coping with the advance of technology as an effort that can be made by school counselors in order to make innovation in guidance and counseling service at schools. this research method is a literature study. this study collected and analyzed relevant journals related to the use of flipped classroom. class guidance with flipped classroom format has the potential to help school counselors to manage classical guidance and stimulate students to be active, communicative, and contributive to the process of guidance so that the topic presented can be addressed directly. in addition, by doing this, it is expected that students can develop themselves well in their social, academic, and career life. school counselors can use flipped classroom guidance to make innovation in performing classroom guidance services. the steps to perform flipped classroom guidance, in brief, are determine the topic to be discussed based on the need of the student, creating service program plan, then setting up the activities that the students will do in pre-class activity and inside the class, the implementation of the activities and evaluation, and follow up. introduction guidance and counseling service at schools has four service components covering basic service, responsive service, individual planning service, and system support (depdiknas, 2007). these four components are following what has been developed by the american school counselor association (asca, 2012) in the framework model of school counselors in america. one of the counseling and guidance service components that are often used in the school setting is basic service. basic service in guidance and counseling are provided to the student through group and classical guidance to assist students in achieving developmental assignments. basic service is the first step for school counselors to be able to identify the need of students. classroom guidance as one of the services which are used to identify the need of https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v3i2.646 mailto:mulawarman@mail.unnes.ac.id classroom guidance strategy with flipped method in guidance and counseling services at indonesia schools in the digital era 62 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 the students should be made as interesting as it can be. not only does the material need to be considered, but also the way the material is addressed needs to be efficient. the real condition shows that the implementation of classroom guidance service particularly in indonesia has not run at its best. there are still many problems found in the implementation either the problem related to the allocation of time or the problem regarding the use of technology by school counselors. rismawati (2015) found that tend to feel difficult to concentrate when school counselors give information in the classroom. this was because classical to guidance service was conducted at the last school hour. another study also revealed that classical guidance service had not fully and well used by school counselors because they did not consider classroom guidance service as important service and in its implementation, school counselors experienced difficulty in allocating time to perform classroom guidance service (kristinawati, 2017). the results of an evaluation of guidance and counseling programs at public madrasah aliyah 2 high schools makassar found that service in classroom guidance was only conducted once, at the beginning of the academic year as orientation service, but then classroom guidance service was eliminated because of the limitation of time (nirwana, 2016). this is supported by the study conducted by demirel & yazgünoğlu (2013) which revealed that the most significant problem faced when implementing guidance service activity with the class setting was limited time. meanwhile, in the education foundation from universitas lampung, senior high school in bandar lampung, more often, school counselors performed group service and individual service. the counselor provides information and consulting services when students need and come to the counseling room (defriyanto & rahayu, 2015). the rapid growth of technology nowadays has affected all aspects of life including the educational aspect, particularly the guidance and counseling field at schools. the use of technology in guidance and counseling service has been implemented. this is proven by previous researchers stating that the development of technology nowadays has made many school counselors use it as part of their daily job (stifel et al., 2013). however, school counselors have not made the most of technology because most of them still have not used the technology effectively. nuranisa & wiyono (2018) stated that classroom guidance service could be performed, but it did not run effectively because of the lack of motivation from the student side to participate in the activity. students also considered that classroom guidance was less interesting particularly in the way it was delivered because it was merely delivered through lecturing. in this more complex era, the use of technology has become a crucial thing. classroom guidance also cannot escape this growing trend of technology use. nowadays, classroom guidance requires innovation. lecturing method, the use of an lcd or powerpoint will not be enough anymore to deliver classroom guidance. classroom guidance must also follow the trend and the development of this era of digital technology. previous research stated that more media is used in classical guidance, the more the students with guidance service (artiani, 2018). the use of technology has become very crucial nowadays to give better service to students. considering that there are still many obstacles occurring in the practice of guidance and counseling, this article offers classroom guidance with flip classroom format as an effort to overcome the obstacles in time allocation of classroom guidance practice. the change in technology occurring nowadays has a big impact on the student's study culture. today, there is this trend of online-based learning through the internet. there are lots of learning sources that are well and interestingly packaged so that students are motivated to learn. in this case, the school counselor needs to adjust to the changing conditions of technology. school counselors can learn how to give classical guidance more interestingly. to meet educational demand in the 21st century, it is important to apply an innovative approach in education (ozdamli & asiksoy, 2016). school counselors should make themselves mulawarman, m., susilawati, s., syifa, l., & rifani, e. 63 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 compatible with the characters of their students who are alpha and z generation born in the digital era. this generation is characterized by an interest in information technology, they are more interested in environmental conditions that accommodate technological sophistication. it is expected that counselors can innovate in the provision of guidance and counseling services by using the advancement of technology. carlson, portman, & bartlett (2006) stated that a challenge for school counselors is to integrate technology into the service activity to fulfill the demand of a comprehension counseling program and to meet the need of student's development. there are many forms of technology that can be used by school counselors as an effort to make classical guidance better. one of the ways is by implementing hybrid learning, which is a two-directions learning, an online class and face-to-face class (kaur, 2013), or also what is commonly called blended learning (husamah, 2015a, 2015b). blended learning itself also has types of learning format, and one of them is a flipped classroom format. strayer (2012) said that the flipped classroom is a part of blended learning, which is a learning process that uses technology in combining online and face-to-face classes. flip teaching has recently gained popularity (bergmann & sams, 2 012). the results of some researches have revealed the effectiveness of the flipped classroom. nouri (2016) reported that 75% of students who had low academic performance had a positive attitude towards the flipped classroom method with video as media. the flipped classroom can improve student's performance in preparing an examination (mason, shuman, & cook, 2013), improving verbal-linguistic intelligence (hasanudin & fitrianingsih, 2019) and optimizing self-learning at home (herreid & schiller, 2013). a research conducted by mulawarman et al. (2019) reported that flip classroom guidance using animation video can improve self-esteem and optimism in prospective counselors. many previous kinds of research on flip classrooms are still about the learning of school subjects while in character learning is still rare. however, there is also research stating that the concept of blended treatment is still considered new. this concept refers to treatment which not only occurs during the face-to-face session but also involves intervention through digital components (wentzel, van der vaart, bohlmeijer, & van gemert-pijnen, 2016). the flipped classroom can contribute positively to education, and with the support of the blended treatment concept, it is time for school counselors to implement flipped classrooms in classroom guidance. flipped classroom in guidance and counseling services is important to be implemented with the hope of increasing student interest and motivation towards the content provided through guidance and counseling services. flipped classrooms actually can be implemented in classroom guidance. in its implementation, school counselors can upload the course content/material of classical service during online service, and ask students to discuss the material again in offline session. the service material/content is the material that is needed by students covering the social aspect, learning, and career aspect. in its practice, school counselors may use a learning application that supports the implementation of the flipped classroom. it is also that implementing flipped classrooms in classroom guidance can contribute positively to students helping them improving social life, learning, and also career and in shaping in their characters. in compiling this article, the thing done is to examine some literature related to classroom guidance and also flipped classroom, where the literature is divided into various forms, both from books, previous research results, and e-books. methods the method used in this research is the library method. library research is research conducted with the method of examining research, books, literature, and reports that have a relationship with the topic of research conducted (nazir, 2003). classroom guidance strategy with flipped method in guidance and counseling services at indonesia schools in the digital era 64 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 no title of the paper author/year target 1. the flipped classroom: a learning model to increase student engagement, not academic achievement (smallhorn, 2017) college of science and engineering 2. enhancing self-esteem and optimism based on flipped classroom guidance on undergraduate counseling student in indonesia (mulawarman, nugroho, susilawati, afriwilda, & kunwijaya, 2019) guidance and counseling students of semarang state university 3. developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: an experience of practicing flipped classroom strategy (kong, 2014) a secondary school in hong kong 4. an efl flipped classroom teaching model: effects on english language higher-order thinking skills, student engagement, and satisfaction (alsowat, 2016) students of taif university in saudi arabia. 5. the flipped classroom: for active, effective and increased learning – especially for low achievers (nouri, 2016) undergraduate students at stockholm university in sweden table 1. lists articles with flipped classroom strategies research procedure this research method library is used to find out the effectiveness of the flipped classroom strategy for improving character in the educational sphere. kuhlthau, heinström, & todd (2008) mentions several steps in conducting a literature study as follows: topic selection, information exploration, determining research focus, collecting data sources, preparing data presentation, preparing reports. data source in research the data needed is from previous research related to the effectiveness of the flipped classroom strategy in developing the character and competence of students in the educational sphere, flip implementation procedure in a character role. the scope and target of application in secondary and tertiary education. suggestions and recommendations in the scope of education. the criteria for the article adopted in this paper are as follows; 1) data obtained from online, which is accessed as a source of data collection https://scholar.google.co.id; 2) 2010-2020 publication year; 3) the method used is using the flipped classroom strategy. data collection techniques and instruments data collection can be started from researchers studying and searching for related literature on the topic (creswell, 2014). in this case the use of the flipped classroom. this is done to provide information to the reader regarding the results of other studies that have been https://scholar.google.co.id/ mulawarman, m., susilawati, s., syifa, l., & rifani, e. 65 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 conducted related to the flipped classroom. in this study, the reading material used as a source of reference and research material is presented in the table 1. results and discussion the results of studies on the success of flipped classrooms in the sphere of education are discussed as follows: paper 1: the results show an increase in student participation and a positive attitude towards the method of flipping class. however, there is no increase in student learning outcomes that can be improved. procedure flipped classroom: the flipped classroom strategy in the study used the moodle flinders learning online (flo) application. learning material in the form of videos is given a few days before the learning process takes place. students are given the assignment to discuss in a face-to-face meeting. implement a flipped classroom strategy for 6 weeks. every week evaluation is given to determine student involvement, student interest, and academic value. recommendation: the advice given in this research is that it is necessary to redesign the curriculum needed to change the traditional classroom model to the flipped classroom model. this requires a considerable amount of commitment and time from the teaching team. this allows educators the opportunity to reflect on teaching practices, redesign curriculum based on good practice and build stronger relationships with students. paper 2: this study shows that the flip class guidance method with animated video media has proven effective in increasing the self-esteem and optimism of prospective counselor students. procedure flipped classroom: the flipped classroom guidance strategy is implemented using an android-based application, edmodo. the material in the form of animated video is given two days before face to face in class. at the class meeting, the discussion was conducted with a duration of 45 minutes. the instrument used is the selfesteem scale. recommendation: from this study, it is recommended that research on more diverse studies be recommended for future research. and the use of other media and the more complete material that can be combined with the flip class method is also given to get more optimal results. paper 3: in this research, it is known that the use of flipped classroom can improve students' literation of information and critical thinking skills. procedure flipped classroom: the flipped classroom structure is given for 13 weeks for 2 years, the learning process lasts for 40 minutes, forms a group of 3 members, each group uses a tablet pc to do the assignments and analyzes the information provided to practice critical thinking, then the evaluation stage through discussion. recommendation: from the results of the research conducted, the researcher can provide one possible direction for future research, namely to strengthen the role of inverted classrooms in encouraging students' interactive learning for the development of skills outside of class time. the meaningful use of digital communication tools, such as social learning platforms, will help in this aspect. because the approach to developing information literacy competencies and critical thinking skills through the learning of the domain of knowledge in digital classrooms is relatively new for school education, therefore further support and research are needed for teacher development that enables teachers to improve competency in this aspect. paper 4: the findings of this study reveal a statistically significant difference between the two groups in hots that supports the experimental group. also, there are significant differences between pre and post-administration involvement scale in supporting postal administration. besides, student satisfaction with (efl-fctm) is high. finally, there is a highly significant relationship between hots and student involvement, hots and satisfaction and between student involvement and satisfaction. procedure flipped classroom: in this study flipped classroom was applied based on the theory of taxonomy blooms, in classroom guidance strategy with flipped method in guidance and counseling services at indonesia schools in the digital era 66 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 which at-home students apply low-level thinking skills (lots) through applying, remembering, and understanding the content provided in the video form. students are also given the task to search for references outside the material given by the teacher. implementation during face-to-face meetings students apply high-level thinking skills (hots), namely with indicators; creating, evaluating, and analyzing. recommendations: suggestions from this research that it is important to conduct more studies in experimenting with inverted classroom teaching models for language skills; listening, speaking, reading, writing, vocabulary and grammar because conventional models may not be suitable for some skills. in further research, it is necessary to examine various aspects that can contribute to the success of reverse teaching in language learning, such as student abilities, learning styles, cognitive and metacognitive strategies. paper 5: the results showed that the majority of students had positive attitudes toward flipped classroom, video and moodle use and that positive attitudes toward reverse class were highly correlated with a perceived increase in motivation, involvement, increased learning, and effective learning. procedure flipped classroom: the flipped classroom strategy is segmented into three parts. the first is that students look for special literature and are presented with 3 videos each with a duration of 60 minutes related to the research strategy to get an understanding related to the theory given. learning management system (moodle). the second stage is grouping students to complete the project, the project results in the form of reports presented with a duration of 35 minutes for each group. in the third stage students are given 7 videos with a duration of 30 minutes each, then discussed. the final survey results by distributing four measurement scales namely (general information, flipped classroom scale, video scale, lms scale). recommendations: future research recommendations that are about the effects of inverted classes need to overcome the limitations of this study. the limitations of this study are the absence of a control group that limits the external validity of the results. and in particular, explore the extent to which students' actual performance is or is not affected by the inverse class approach moving beyond student perceptions alone. classroom guidance classroom guidance is a planned instruction, which is given to all students in the form of class or a big group of students. fandini (2018) stated that classroom guidance is a service that is given to students by school counselors to all students in a class. moreover, ziomekdaigle (2016) added that classroom guidance is a guidance that is delivered through the class program and integrates a wider topic related to daily experiences such as living at home, becoming a good citizen, taking care of themselves, and socializing with other people. from some of those statements, it can be said that classroom guidance is a guidance that is performed in class format to develop students potential. in conjunction with this statement, another research conducted by mukhtar, yusuf, & budiamin (2016) reported that classroom guidance service is effective to improve student's self-control. classroom guidance is guidance given in group format in the classroom setting. the number of students participating in classroom guidance service is the whole members of the class. according to winkel & hastuti (2012), classroom guidance is an instrument that can be used by school counselors to support students’ development. the function of classroom guidance is as prevention function, maintenance function, and understanding function, which means that through classical guidance, students can process information and apply it as an effort to develop themselves. classroom guidance is given as an effort to develop students' personal, social, learning, and career aspect. nurihsan (2016) stated that the purpose of classroom guidance is; 1) students can make a study plan, plan career development, and plan their future life; 2) students can develop their ability as well as their potential optimally as an effort to achieve development task; 3) students can adapt themselves in either school, family, mulawarman, m., susilawati, s., syifa, l., & rifani, e. 67 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 society, or work environment; 4) students can face and resolve any problem they face in learning, social, personal, and career life. one of the service models that can be applied by school counselors in this digital era in terms of classroom guidance service is integrating the learning management system (lms), which is a flipped classroom. bergman & sams (2014) identified technology as "obstacles" to implement the flipped classroom. flipped classroom technology becomes an integral part, and its use is related to the context where the class is offered. however, what is more, important and needs to be taken into account is how the design of a flipped classroom can be applied in classroom guidance service, which what in this article is called flipped classroom guidance. figure 1. stages of the flipped classroom guidance strategy flipped classroom the term flipped classroom was created in 2012 by two chemistry senior high school teachers from colorado, bergmann, and sams (2012) who started to teach using this model in 2007. the flipped classroom model is the opposite of the traditional service model, the model that runs the service for the students in a classroom. in the flipped classroom, students are the ones who are more active and collaborative in the process of the service. this can be done through application and evaluation activities in class, an activity that develops critical thinking and creativity (wallace, walker, braseby, & sweet, 2014). most publications describe the flipped classroom as a type of blended learning (abeysekera & dawson, 2015). the flipped classroom is a service model consisting of two activities, first activities in the form of the group held actively in the class and second is a service activity that is given directly to students with the help of technology advancement outside class. in the flipped classroom model, the material can be given in the form of reading and instructional video, and in-class learning there is usually homework (garrison & kanuka, 2004; tucker, 2012). therefore, the flipped classroom model gives some time for educators to classroom guidance strategy with flipped method in guidance and counseling services at indonesia schools in the digital era 68 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 deliver the material to students (outside the classroom) and involves students in activity inside the class (bergmann & sams, 2012). there are some advantages to using the flipped classroom model. one of the advantages is that this model can identify and meet the students' needs individually (educause, 2012). with the flipped classroom, students can also learn and review the material in their way (nilson, 2013). if the students cannot understand the material, they can relearn the material until they better understand it. besides, the flipped classroom is an improvement of the use of technology that allows school counselors to better deliver the material in a more modern way (bergmann & sams, 2012) and employs various learning styles through some different learning methods (mason et al., 2013). the use of a flipped classroom can fulfill the need of students individually and can develop the student's skills and improve student's engagement with teachers in the class (milman, 2014). to implement the use of the flipped classroom, there are some challenges needed to be resolved. for students, they must learn the material before the class starts and discuss the material that has been learned during the class face-to-face. however, if the students do not study the material before the class, the in-class activities will not be effective. students will not participate in the actively in-class discussion. in addition, students will also be limited to ask questions and accept answers directly during outside classroom activities (bergmann & sams, 2012). meanwhile, the challenge for educators is the initial preparation to implement the flipped classroom model covering things necessary to be prepared for student's activities during inside and outside class (educause, 2012). furthermore, the author will discuss the implementation of classroom guidance using the flipped classroom method. in this article, the flipped classroom will be called flipped classroom guidance. flipped classroom guidance method professional school counselors are required to have broad knowledge and to understand the changes of the era, such as the rapidly growing digital era. by embracing the fast-growing of the digital era, school counselors can be motivated to improve their performance through the digital path in giving guidance service for the students. the development of this digital pattern is necessary. this development of the digital era is contributed by the millennial generation as the dominant users of the internet. here in indonesia, millennial generation internet users reach 143 million internet users in indonesia are the millennial generation, and 49.5% of those users are aged 19-34 years old. digital technology can be used by making innovation resulting in the more methods that can be used by school counselors to deliver their guidance service. by using digital media and various innovative guidance service methods, it is expected that students will better absorb and understand the content of the service because it is interesting (firman, 2019). guidance and counseling service is an integral part of the education service. this service can help the student to develop optimally. the strategies that school counselors may do for students who need service and guidance are 1) encouraging and facilitating students to express creative and innovative ideas, 2) facilitating students to modify ideas to develop innovation, 3) giving feedback, and 4) using the existing information and experience to formulate an approach/strategy and guidance and counseling service that is needed (firman, 2019). flipped classroom guidance gives time efficiency because the content is given online and learned independently by students at their home before the face-to-face session in the class occurs. flipped classroom guidance also stimulates students to be active during the process of classroom guidance service. school counselors may innovate the way they perform classroom guidance services by using a flipped classroom. by doing so, school counselors can take advantage of technology and overcome time limitations by using a smartphone. flipped mulawarman, m., susilawati, s., syifa, l., & rifani, e. 69 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 classroom guidance design is similar to the traditional classical service model. the only difference is that in the flipped classroom guidance model there is an additional instructional phase to explain the design process. according to chen hsieh, wu, & marek (2017), there are three components in flipped classroom design that can be adapted in classroom guidance service. as mentioned previously, the flipped classroom is a method of reversing class, meaning that what is usually done in the classroom is done outside the classroom in the form of discussion. in performing flipped classroom guidance, the activities are based on the learning management system (lms). this system is the implementation of the software program for online activities, the e-learning program, and the content of the training. one example of an elearning application is the edmodo application. this application can be used to help school counselors run flipped classroom guidance (ziomek-daigle, 2016). edmodo application is a learning application using electronic media that can be used to share video, task, students’ discussion activities, and it can also be used to contact the students. flipped classroom guidance has a basic idea that service must be performed well through various media both inside and outside the classroom. flipped classroom guidance has two learning environments: outside and inside the classroom. both must be integrated well so that this model can be effective. based on the design components of flipped classroom guidance aforementioned, the steps that are taken by school counselors to implement flipped classroom guidance are planning, implementation, and evaluation. during the planning stage, school counselors need to arrange and prepare the plan for the activities that will be performed during flipped classroom guidance. the first step to be taken is determining the topic that will be delivered to the students based on the result of need assessment by considering students independent competence standard (nasional, 2007). next, the counselors arrange service program plan containing a predetermined topic. after the making of rpl, the next step is to set in detail the activities that will be performed during the pre-class and during the class. pre class activity activity in the class 1. counselors make media that will be delivered to students based on the given topic (in the form of video, paper, etc that can be downloaded by the student) 1. counselors instruct students to make groups in the class. the purpose of making groups is to discuss the course content that has been learned independently by students. 2. counselors give the course content/material to the students before the face-to-face activity (at least 3 days before the class activity) 2. students together with counselors perform discussion activities in the class. 3. counselors instruct students to learn the course content given so that they can discuss it in the face-to-face activity 3. performing evaluation activity. table 2. pre-class and pre-class activities in the implementation stage, flipped classroom guidance is adjusted to the plan that has been made. in this case, counselors give the course content before the class and during the activity in the class. some methods can be used to facilitate flipped classroom guidance. one of the methods is project-based learning (pbl). in this activity, students perform exploration, assessment, and information synthesis to gain knowledge, skill, and attitude based on the content given. another method is group discussion. in a group discussion, students can work together with their peers to share experience and knowledge so that they classroom guidance strategy with flipped method in guidance and counseling services at indonesia schools in the digital era 70 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 can create meaning and reach the goal of the guidance that cannot be reached if the guidance is performed individually. counselors can also give some tasks to this discussion group. the tasks given facilitate the participants of the discussion to interact with each other such as asking the question, responding to each other statement or question, and evaluating their answer. in the evaluation and follow-up stage, all that has been planned and performed need to be evaluated to make sure that flipped classroom guidance has reached the goal and to fix any lack that occurs during the process. indicator of success of flipped classroom guidance can be seen from outputs (attendance, online activity, the result of the assessment) and outcomes (change of attitude, developing skills, wider knowledge). students and school counselors are also evaluated. the evaluation covers comprehension, mastery, advantages, and impact felt by students related to the course that has been learned. one of the challenges for school counselors is that not all courses or materials regarding counseling are available in the form of video that can be downloaded online. school counselors sometimes need to make a video relevant to the topic that will be delivered. it takes a quite long time to learn the technology and to make a video to be used as a pre-class activity. the application of a method in the practice of guidance and counseling service has its advantages and disadvantages. the one advantage of flipped classroom guidance according to nilson (2013) is that students may learn the content given in a manner that suits them best. in addition, there is another study stated that there is a chance for students to re-watch and relearn the video given if they have not understood it the first time they watch. moreover, through the flipped classroom, students have a chance to contribute more and to work together with their peers during the face-to-face process (moran & milsom, 2015). with flipped classroom guidance, the counselors can make the most of face-to-face class time for discussion and evaluation. on the other side, flipped classroom guidance also has a limitation. flipped classroom guidance demands students to be able to learn the content in pre-class activities independently before the process of face-to-face activity occurs (nilson, 2013). another limitation is that students are demanded to seriously learn the content given before the class because in face-toface class activity, the agenda applied is reviewing the material deeply, thus students need to have a better understanding of the material given (moran & milsom, 2015). in addition, limitation in technology faced by students and limited internet access across indonesia has inhibited students' activity to learn course content. moreover, counselors are also challenged to deliver the content in the form of video attractively for the students to be interested. the implication of flipped classroom guidance given to school counselors is to allow school counselors to be able to make innovation in the method of performing guidance and counseling service at schools. thus, the effort to create innovation in guidance and counseling method particularly in classroom guidance can be achieved and therefore, this will support the need of students because classroom guidance is a basic service. basic service is a type of service that is performed actively by a school counselor by applying a more up to date method. through flipped classroom guidance, school counselors can integrate technology to meet the demand for the advancement of the digital era that becomes more and more complex. the limitations of this article are there still few articles that discuss the effectiveness of flipped classroom strategy to develop competencies or character of students specifically in the field of counseling. conclusions flipped classroom guidance is an effort that can be made by school counselors to make innovation in performing classroom guidance service, considering that nowadays technology advancement has given a great impact in the field of education world as well as on students' mulawarman, m., susilawati, s., syifa, l., & rifani, e. 71 islamic guidance and counseling journal vol. 3, no. 2, pp. 61-74, july 2020 studying culture. based on the results of the assessment of five articles, it can be concluded that the reverse class is used to improve students' abilities such as critical thinking skills, and other psychological attributes such as self-esteem, and optimism. the brief steps/procedures of flipped classroom guidance determine the topic needed to be addressed, arranging a service program plan, setting up the activities which will be done in pre-class and in class, performing the activities and evaluation, and following up. in general, components that must be present in flipped classroom guidance design are formulating the purpose of classical guidance service, presenting the material, and other supporting aspects of classical guidance service, structure, and interaction. the space discussing the use of flipping classes in five more articles at the higher education or university level is issued at school. the effectiveness of flipped classroom guidance in guidance and counseling service still needs to be proven scientifically. therefore, future researchers are expected to be able to research to test the effectiveness of flipped classroom guidance and relate it with variables covering personal, social, academic, and career development. besides that, flipped classroom research in schools needs to be reproduced. acknowledgments authors would like to sincere their gratitude to everyone who was 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(2006). bimbingan dan konseling di institutusi pendidikan. yogyakarta: media abadi. retrieved from google scholar ziomek-daigle, j. (ed.). (2015). school counseling classroom guidance: prevention, accountability, and outcomes. sage publications. retrieved from google scholar copyright holder : © mulawarman, m., susilawati, s., syifa, l., & rifani, e (2020) first publication right : © islamic guidance and counseling journal this article is licensed under: cc-by-sa https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=bimbingan+dan+konseling+diinstitut+pendidikan.&btng= https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q=school+counseling+classroom+guidance+prevention%2c+accountability%2c+and+outcomes&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: ghufron, m. n., & suminta, r. r. (2022). the role of epsitemological belief and self regulation in academic procrastination of muslim college students. islamic guidance and counseling journal, 5(2). https://doi.org/10.25217/igcj.v5i2.2700 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung m. nur ghufron1, rini risnawita suminta2 1 institut agama islam negeri kudus, indonesia 2 institut agama islam negeri kediri, indonesia emnurghufron78@iainkudus.ac.id article information: received april 21, 2022 revised august 27, 2022 accepted september 24, 2022 keywords: academic procrastination; belief about knowledge; belief about learning; self-regulation in learning abstract the study on academic procrastination can help educators and educational developers in avoiding the lack of success and even failure in the educational process. this study aims to examine the effect of belief about knowledge, belief about learning, and self-regulation in learning on academic procrastination. this quantitative study involves 277 college students. the data collection technique used in this study is a questionnaire in the form of a scale. there are four types of scales used in the data collection process; the scale of belief about knowledge, belief about learning, self-regulation in learning, and academic procrastination. data analysis technique using structural equation technique. the results show that belief about knowledge affects self-regulation in learning (r = .157, p = .028), belief about knowledge affects academic procrastination (r = -.157, p = .000), belief about learning affects self-regulation in learning (r = .199, p = .040), belief about learning affects academic procrastination (r = -.147, p = .019), and self-regulation in learning affects significant negatively to academic procrastination (r = -.097, p = .030). introduction understanding why people who generally have the best effort for completing academic assignments and professional assignments fail to complete them on time has been an eternal focus of research in psychology, education, and procrastination (hailikari et al., 2021). the uncertainty regarding procrastination has resulted in various studies due to low psychological factors such as self-efficacy (liu et al., 2020; qiuzhu, 2016), affective states including shame and guilt (oflazian & borders, 2022), one’s characteristics such as dependence (johnson et al., 2000), locus of control includes intrinsic and extrinsic motivation (batubara, 2017; carden et al., 2004), control system (mao et al., 2022; van eerde & venus, 2018), role conflict (senécal et al., 2003), social activities (jackson et al., 2003), personality roles (lee et al., 2006), situational characteristics and traits (hockey, 1983), and self-regulation (steel, 2007; syapira et al., 2022; ziegler & opdenakker, 2018). steel (2007) noted that procrastination is a common phenomenon and some people have made it as a way of life. ferrari (2017) emphasized, 20% of men and women are clinical procrastinators, at school, home, work, and in relationships. although often considered as a minor problem, clinical procrastination is not a bad time management problem. thus, it can be concluded that procrastination is quite widespread, and sometimes ends with a level of depression or psychological disorders. whether it is a serious psychological disorder or not, it seems that in an achievement-oriented society in which people are faced with major changes the role of epistemological belief and self regulation in academic procrastination of muslim college students https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v5i2.2700 https://orcid.org/0000-0002-9968-0522 https://orcid.org/0000-0002-0894-9419 mailto:emnurghufron78@iainkudus.ac.id ghufron, m. n., & suminta, r. r. 105 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 and are required to pursue the latest advances, procrastination can become an important problem (rahman, 2020; van eerde, 2003). it is assumed that a number of college students (80-85%) of various levels are involved in procrastination (eisenbeck et al., 2019), 60% of students procrastinate doing their assignments (onwuegbuzie & jiao, 2000); 40% to 60% of students report that they almost always procrastinate writing papers, preparing for exams, and completing weekly reading assignments (onwuegbuzie, 2004). balkıs & duru (2009), also reported that 23% of students procrastinate their academic assignments. a delay is said to be procrastination, if it is carried out on an important task, done repeatedly intentionally and causes feelings of discomfort, subjectively felt by a procrastinator (eisenbeck et al., 2019), while milgram (1991) said that procrastination is a specific behavior which includes: (1) a behavior which involves an element of procrastination, either to start or complete a task or activity, (2) produces other further effects, such as lateness in completing tasks or failure to do tasks, ( 3) involves a task perceived by procrastinators as an important task to do, for example office work, school work, or chores, (4) produces unpleasant emotional states, such as feelings of anxiety, guilt, anger, panic, and so on. historically, procrastination research has focused on cognitive behavioral factors from a motivational perspective. for example, steel (2007) reported that there are differences in academic motivation and learning habits in underachieving and high-achieving students. high-achieving students tend to delay doing tasks which are considered difficult and prone to bother enjoying activities such as engaging in social activity opportunities. underachieving students share the same talents as high-achieving students, high-achieving students differ in attitude and tend to need external pressure to fulfill assignments. it can be emphasized that procrastination is predominantly a cognitive-behavioral problem as opposed to a lack of learning habits. meanwhile alblwi et el. (2020) that the procrastination factor due to the fear of failure and reluctance to do the task became the most counted portion. both factors correlate with mental health and interpersonal factors. the past 30 years of research on academic procrastination and other forms of procrastination have been examined from various perspectives. the exploration of procrastination associated with metacognitive perspectives, mental health, motivation and self-regulation in learning has received potential explanations and various results. based on a variety of potential explanations for procrastination, it is proved that there is not much to be explored. the relationship between college students' epistemological belief and academic procrastination do not seem to have been studied much and is assumed to be able to reveal a deeper understanding of the factors associated with unproductive academic achievement. according to schommer (2004; 1990) about the importance of epistemological belief on learning process which is assumed to be able to explain psychological dynamics of problematic academic phenomenon. epistemology is a branch of philosophy which investigates the authenticity of definition, structure, method, and knowledge validity. the traditional philosophy of personally epistemological paradigm emphasizes the relationship between the perceiver or the knower and what is felt and can be known (ren, 2006). the study of epistemology is originally a part of philosophy which discusses philosophical problems about the theory of science. however, the study of epistemology has also recently become an interesting problem to be studied by psychologists in empirical research (hofer, 2001). according to schommer (2004), perry's research with harvard scholars in the late 1960s was an important result which related empiricaly to personal epistemological belief. perry's research results determined that the college students have complex knowledge, interactive relationships with knowledge and processes in which knowledge is accepted and conducted or rejected. starting from the first level, the college students are dualistic in keeping truth and error, have absolute views, and believe that truth can be known from the the role of epsitemological belief and self regulation in academic procrastination of muslim college students 106 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 teacher's communication role. this first-year student believes that simple knowledge and unchanging facts are taught by people who know better. as time goes by, students become more knowledgeable and more realistic in believing knowledge which is complex and tentative from the results of thoughts and empirical events. perry hypothesized eight developmental positions and classified them into four categories which belong to the dualistic thinking of students in the early stages to relativist thinkers by the end of the fourth year of research (ren, 2006). the results of perry's research, for example, found that the students changed their belief about knowledge in several phases, namely: from simple, permanent and unchanging knowledge, obtained from authority, to the belief in more complex and changing knowledge (tentative), obtained from thought processes, empirical events, and enriched by the time movement to be more mature. more than 30 years, research on the epistemological belief has attempted to ensure aspects of the relationship between the knower and what can be known about knowledge in an academic setting. the epistemological belief related to how people’s beliefs about how knowledge occurs, how much knowledge is acquired, where it is obtained, and how knowledge is constructed and evaluated. furthermore, the focus of personal epistemological research is how individuals construct knowledge concepts and how to know which concepts are then used in developing an understanding of the world (hofer, 2001). schommer (1990) stated that epistemological beliefs require what students believe about the nature of knowledge and believe about learning. belief about knowledge consists of three dimensions. first, knowledge comes from authorities or experts such as teachers, lecturers or reference books, compared to logic and thought. second, knowledge is definite, absolute, unchanging, and not tentative. third, a regular process. jehng et al. (1993) explain that the dimension of the regular process, or what is called rigid learning, is a dimension of belief whether learning is a process that is passively accepted by individuals, or the process of formulating the fact that individuals independently develop their ideas. furthermore, the belief about learning consists of two dimensions. first, quick learning. second, innate ability. innate ability is a level of belief that the ability to learn is innate, rather than acquired through learning (jehng et al., 1993). in the procrastination literature, zarrinet et al. (2020) considered fear of failure as an important factor in academic procrastination. the college students who choose to avoid carrying out assignments are less likely to have positive experiences during the learning process and are more likely to experience many negative psychological things (svartdal et al., 2020). interpretively, this condition may be a natural result of underdeveloped epistemological belief (baytelman et al., 2020; merk et al., 2018; rosman et al., 2018). the procrastination appears to be a chronic academic pattern (j. r. ferrari et al., 1992, 1995). it can have negative effects on emotions, academic achievement (stead et al., 2010), social achievement, subjective well-being (gueorguieva, 2012), sleep quality (przepiórka et al., 2019), and even physical health (klingsieck, 2013). academic procrastination is a specific type of procrastination, a manifestation of learning delays (zhang et al., 2010). it is commonly seen among secondary school, high school, and college students (ghosh & roy, 2017; ziegler & opdenakker, 2018), and produces many bad effects such as negative emotions, anxiety and depression, poor learning efficiency. lower academic self-esteem, and academic stress (flett et al., 2016). academic procrastination may increase from one year to the next in college (bozgun & baytemir, 2021). steel (2007) stated that procrastination is detrimental to academic performance leading to lower grades and failure. ziegler & opdenakker (2018) linked academic procrastination to an increased health risk. regarding the belief on knowledge, hofer (2001; 2004) suggested that understanding the barriers to the change and growth of the epistemological belief will be important for students. since ghufron, m. n., & suminta, r. r. 107 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 procrastination continues into adulthood, understanding the relationship between epistemological belief and procrastination at the college level is very useful for understanding procrastination at the professional level. in addition to the epistemological belief require what students believe about the nature of knowledge and believe about learning (sheehy et al., 2019; winberg et al., 2019; xenofontos, 2018), self-regulation is one of the important concepts in social cognitive theory which bridges external influences with the capabilities or capital possessed by humans, as the basis for carrying out purposeful behavior, thus enabling humans to have individual control over their thoughts, feelings, motivations, emotions, and behavior. self-regulation is one of the important concepts in social cognitive theory. bandura (2010) said that the self-regulation system bridges external influences with the capabilities or capital possessed by humans, as the basis for carrying out purposeful behavior, thus enabling humans to have individual control over their thoughts, feelings, motivations, and behavior. based on this definition, selfregulation has an important role in human behavior. it can be interpreted as self-direction or self-control in acting. self-regulated learning can be interpreted as "regulating or directing oneself in learning" or "learning by directing or self-regulating". researchers use the term "learning based on self-regulation" to replace the term self-regulated learning, a term that is more efficient without reducing its meaning. zimmerman & martinez-pons (1990) proposed a formulation to explain learning based on self-regulation based on bandura's triadic social cognitive theory. he said that students' efforts to regulate themselves in learning involve three determinants, namely the student's personal process, environment, and behavior. the application of learning strategies makes students be able to personally regulate their behavior and environment as well as regulate their metacognitive functions. the choice and use of strategies by students depends directly on their perception of their academic self-efficacy, and reciprocally through the feedback they receive. if the student's monitoring shows a deficiency in their performance, the student's selfefficacy will be low, and vice versa. if monitoring shows that the performance is effective, it will affect subsequent motivation and the choice of the used strategy. according to this triadic formulation, learning based on self-regulation is not an absolute functional state, but rather varies, depending on the academic context, the individual's attempts to self-regulate, and the outcome of behavioral performance. the absence of the forced direction means that competent individuals must create conditions such as those among which are self-regulating (kanfer et al., 2008). meanwhile, individuals who do not have good self-regulation in themselves are more likely to procrastinate the various tasks they face and are easily tempted to do other activities that do not support the completion of their academic tasks such as playing games, playing more social media and so on. self-regulation has an important role in human behavior including academic procrastination behavior. the problems associated with procrastination and lack of selfregulation (steel, 2007; syapira et al., 2022) particularly in learning appear to be increasing. at the same time, it is expected that academic assignments are done on time and can be done structuredly and on time . rationale of the current study cases of student academic procrastination have increased dramatically. this case occurs, especially in islamic universities (rahman, 2020). discipline, creativity, and having a high work ethic are indicators of quality muslim human resources and a very decisive foundation. muslim students who are currently studying are potential competitors who will face a high level of competition, but if disciplined behavior is ignored such as frequent academic procrastination, it will certainly be a problem for them, and can also be considered the role of epsitemological belief and self regulation in academic procrastination of muslim college students 108 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 as an indicator that they are still cannot be expected to become human resources as expected. therefore, academic procrastination in muslim students is a problem that needs attention. based on the explanation above, it can be emphasized that procrastination is a complex phenomenon related to various aspects of human activity. explaining the relationship between personal epistemological belief and academic procrastination would potentially explain the role played multifacetedly by knowledge belief, sometimes the procrastination process is detrimental. in addition, self-regulation in learning is also an important aspect which can explain academic procrastination. although it has been studied several times and is closely related to academic procrastination, it is still rare to place its position as a mediator variable between epistemological belief and academic procrastination. understanding the relationship of epistemological belief require what students believe about the nature of knowledge and believe about learning and self-regulation in learning to academic procrastination would be advantageous since a basic for future causal or explanatory research. if they are significant encouragement for academic procrastination, so assessments which focus on changing or improving academic abilities will ultimately enhance personal and professional achievement talent. hypotheses h1. belief about knowledge a direct effect on the self-regulation in learning h2. belief about knowledge has a direct effect on the academic procrastination. h3. belief about learning has a direct effect on the self-regulation in learning h4. belief abaout learning has a direct effect on the academic procrastination. h5. self regulation in learning has a direct effect on the academic procrastination. methods research participant participants in this study are students of the islamic guidance and counseling study program, faculty of islamic da'wah and communication, kudus state islamic institute. the technique of taking participants in this study is purposive random sampling with the reasons as stated by hadi (1984) that the election of a group of subjects based on certain characteristics or traits that considered to have a close relationship with the characteristics or characteristics previously known population which the steps to take the subject as a sample are carried out by, first, determining where students come from the islamic guidance and counseling study program. second, students who have taken thesis and third are students who have taken thesis for at least two semesters. the number of participants is 277 students. research instruments four different scales were used in the data collection process. the scale is prepared based on the sumated rating method consisting of the five levels of assessment. the magnitude of the value ranges from 0 to 4. prior to the distribution, the instrument has passed several adaptation stages, namely 1) forward translation, 2) item writing, 3) language testing, 4) field testing, 5) item selection, 6) contract validation and 7) final compilation. the belief about the nature of knowledge the belief about the nature of knowledge is an individual's belief about the nature of knowledge which includes following aspects (1) authority/expert knowledge that it derives from people who know more/an expert, (2) certain knowledge, and (3) orderly process. generally, it can be said that the higher the value obtained, the more naive the belief about their knowledge. the number of statement items on the knowledge’s belief scale is 8. examples of items are; “i like the class where the teacher before teaching determines the unit ghufron, m. n., & suminta, r. r. 109 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 of learning program”, “the answers in the reference book are very helpful because i am not sure of my own solutions” and “i feel comfortable when dealing with uncertain learning conditions”. the belief about learning meanwhile, belief about learning is an individual's belief in learning which includes; (1) quick learning and (2) innate ability. this epistemological belief is expressed by using an epistemological belief scale which is modified based on the epistemological belief scale developed by jehng et al. (1993). generally, it can be said that the higher the value obtained, the morenaive the belief about learning is. the number of statement items on the belief scale in learning is 6. examples of items are; "if i can't understand something quickly, i usually have difficulty in learning it as a whole" and "students who have moderate achievement in smp/mts, will remain the same and achieve moderately when they are high school students.". self-regulation self-regulation in learning is a learning activity which is carried out by people actively both motivationally, metacognitively, and learning behavior. this variable is revealed by using a learning scale based on self-regulation with the dimensions of motivation, metacognition and behavior as proposed by zimmerman (1989). overall, the learning scale based on self-regulation is 30 items, with 11 items for the motivation dimension. examples of items are; "if i plan something, i'm pretty sure i can carry it out." the metacognition dimension consists of 9 items, examples of which are; "to produce a good work, i determine every step in the preparation". meanwhile, the behavioral dimension consists of 10 items. examples of items are;“the biggest problem for me is hard to begin my ta”. academic procrastination academic procrastination is the tendency of people to respond to the final lecture they have by keeping a long time to start or finish the performance intentionally to carry out other unnecessary activities to complete assignments, referring to the academic procrastination theory of solomon and rothblum (1984). the indicators are the delay in starting to complete the performance in having the task, the slack in doing the task, the time gap between the plan and the actual performance in doing the task and the tendency to do other activities which are considered having more enjoying and pleasure. overall, the academic procrastination scale is 32 items. examples of items are; “in preparing the lecture task which has deadline, i often waste the time by doing others” and “i always say i will do it tomorrow”. table 1. participant characteristics (n=277) variable percentage (n) gender woman 61.7 (171) man 38.3 (106) age 22-23 35.4 (98) 24-25 42.2 (117) >26 22.4 (62) range of work for the current semester 2-4 semesters 71.8 (199) over 4 semesters 28.2 (78) the role of epsitemological belief and self regulation in academic procrastination of muslim college students 110 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 validity test validity test is done through unidimensionality test on each construct with confirmatory factor analysis. based on the results of confirmatory analysis, it is found that the fit criteria value has been achieved well. the reliability alpha cronbach calculation result of the belief about knowledge gets .853, while belief about learning gets .843, self-regulation in learning reliability is .871, and academic procrastination reliability is .869. thus, all variables get quite good reliability above .70, so it can be stated that all used variables have met the reliability requirements. a summary of the validity and reliability test results of each research instrument can be seen in table 2. data analysis techniques the used technique to analyze the data in this study uses structural equation models models. for the analysis needs, the analysis of moment structures (amos) software program is used. results and discussion results before analyzing the model, descriptive research data for each scale will be presented first. the statistical description of the research data is summarized in table 3. based on table table 2. results of validity and reliability of research instruments variable standardized loading α belief about knowledge .853 centain knowledge .805 omniscient .824 simple knowledge .755 belief about learning .843 innate ability .773 quick learning .826 self regulation .871 motivation .833 metacognition .918 behavior .733 academic procrastination .869 delay in starting to complete the performance .912 slowness in doing the task .889 time gap between the plan and the actual performance .726 tendency to do other activities .566 table 3. description of research data variables n min max m sd belief about knowledge 277 0 32 21.17 6.949 belief about learning 277 0 12 7.98 2.475 self-regulation 277 0 120 67.77 27.362 academic procrastination 277 10 116 82.54 20.669 table 4. the result of causality test regression weight variables estimate se cr p belief about knowledge → self-regulation in learning .157 .071 2,203 .028 belief about knowledge → academic procrastination -.157 .047 -3,314 .000 belief about learning → self-regulation in learning .199 .097 2,053 .040 belief about learning → academic procrastination -.147 .063 -2 .019 self-regulation in learning → academic procrastination -.097 .045 -2 .030 ghufron, m. n., & suminta, r. r. 111 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 2, it is known that the belief about knowledge variable has an empirical score of 21.17, with a standard deviation of 6.949, the belief about learning variable has an empirical score of 7.98, with a standard deviation of 2.475, the variable of self-regulation in learning has an empirical mean score of 67.77, with a standard deviation of 27.362, and the academic procrastination variable has an empirical mean score of 82.54 with a standard deviation of 20.669. before analyzing the structural equation model wholly, the unidimensionality test for each construct is carried out using confirmatory factor analysis. based on the results of the confirmatory analysis on each variable, it shows that the value of the fit criteria is achieved well. likewise, the significance values of the estimated standardized loading parameters are all above .05. after some of the proposed conditions are met, the next step is to test the hypothesis in the form of testing the theoretical model data with empirical data as a whole. based on the analysis results of the initial structural model, it shows that the chi-square is 89.285 (df = 48, p = .000), cmin/df = 1.860, gfi = .920, agfi = .870, tli = .944 and rmsea = .070. that the criteria for several model acceptance conditions have been met properly except for the p-value which is still below .005. because the other criteria have been met, it is decided not to reprocess or repair. the results of the analysis can be seen in estimation of loading factors or lambda value which is an evaluation of the results of the regression weights between latent variables and degrees of freedom (df), cr value or tcount (with a significance probability value of .05), can be known after being analyzed through amos statistics program assistance. the results of the causality test regression weights are presented in table 4. from table 3, it is known that the variable of belief about knowledge has a significant positive effect on self-regulation in learning (r = .157, p = .028), the variable of belief about knowledge has a significant negative effect on academic procrastination (r = -.157, p = .000). the variable of belief about learning also has a significant positive effect on self-regulation in learning (r = .199, p = .040). the variable of belief about learning has a significant negative effect on academic procrastination (r = -.147, p = .019), the variable of self-regulation in figure 1. analysis results of the model of epistemological beliefs and selfregulation’s influence on student academic procrastination the role of epsitemological belief and self regulation in academic procrastination of muslim college students 112 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 learning also has a significant negative effect on academic procrastination (r = -.097, p = .030). based on the results of the analysis above, it can be concluded that the variables of belief about knowledge have a significant positive effect on self-regulation in learning and have a negative influence on academic procrastination. the variable of belief about learning has a significant positive effect on self-regulation in learning and has a significant negative effect on academic procrastination. moreover, the variable of self-regulation in learning also has a significant negative effect on academic procrastination. discussion this study aims to examine the theoretical model of epistemological beliefs’ influence in the form of belief about knowledge and belief about learning as well as self-regulation on academic procrastination. based on the analysis results, it is found that the variable of belief about knowledge has a significant positive effect on self-regulation in learning and had a negative effect on academic procrastination. the variable of belief about learning has a significant positive effect on self-regulation in learning and has a significant negative effect on academic procrastination. moreover, the variable of self-regulation in learning also has a significant negative effect on academic procrastination. previous research results related to academic procrastination influenced by fear of failure (abdi zarrin et al., 2020; steel, 2007; unda-lópez et al., 2022). fear of failure associated with self-efficacy (j. r. ferrari et al., 1992) may represent students' insight that tasks in the learning process obviously involve belief about knowledge and learning or epistemological belief itself. research on task procrastination (j. r. ferrari et al., 1995; hess et al., 2000; senécal et al., 1995; solomon & rothblum, 1984) reflects epistemological beliefs. based on this study results indicate that students who believe that knowledge is certain (certain knowledge), absolute, unchangeable, and not tentative,that knowledge comes from people who know more or are expert (authority or expert knowledge) such as lecturers or reference books and that the way to get knowledge is an orderly process or simple knowledge tends not to do academic procrastination. this can happen because students are obedient in carrying out what the lecturer says and doing it. on the other hand, students who have sophisticated epistemological beliefs, who tend to believe that knowledge is tentative, and do not believe that knowledge is certain and changeable, that knowledge comes from the construction of one's own thoughts through the process of formulating personal facts independently tends to do academic procrastination. this phenomenon can be explained that if lecture assignments are considered challenging or difficult because of the complexity of knowledge, then epistemological beliefs can affect academic delays in starting or completing work. as an illustration related to task procrastination and naive epistemological beliefs, ferrari et al. (1992) reported that task avoidance is a major motivator for procrastination for college students. in addition, people with naive epistemological beliefs may be associated with perfectionism. perfectionist students prefer to procrastinate because of the understanding that knowledge is complex, process-oriented, changing, and comes from oneself. due to their more mature epistemological beliefs and their consistent goal of optimizing all aspects of learning, these people procrastinate due to perfectionism and delay experience in starting assignments due to the high learning process. meanwhile, it is likely unrelated to perfectionism, it may also be rooted in mature epistemological beliefs. due to the results of several studies on procrastination regarding skill, ghufron, m. n., & suminta, r. r. 113 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 time, and effort problems of more or lack of independent learning (ghosh & roy, 2017; hailikari et al., 2021; hong et al., 2021). the students who have a belief about the nature of learning which can be done quickly and to understand something is very dependent on the first time learning it and requires innate ability or skills has lower academic procrastination, than the students who believe that learning is through a process of hard work. as students used to the "easy life" or at least minimal academic effort is required at lower levels of education, then when they are in college, the previous belief that knowledge should be simple and easy to learn will be possible in college, and will think it can be a pulse not to procrastinate at the next school. schommer (1990) argued that people's beliefs about how much time they take to achieve a goal, complete or finish a task are significant to epistemological beliefs about the nature to obtain it. the epistemic dimension of "fast learning" includes one belief about learning which can occur through a gradual process or occur quickly. on dimension of fast learning, students have a perspective which believes that to understand something is very dependent on the first time learning it and if a material is tried to be studied seriously, it will experience a kind of confusion (jehng et al., 1993; schommer-aikins, 2004). this study also shows that self-regulation in learning also has a significant negative effect on academic procrastination. it means that the higher the student's self-regulation, the lower the academic procrastination. that the way students regulate academic behavior has a significant effect on the extent to which students procrastinate. this study results indicate that the high procrastinators exhibit a lack of self-regulation in the three regulation areas: cognition, motivation, and behavior proposed in pintrich's (2000) self-regulation model (cahyani et al., 2019). this is consistent with the results reported in several recent studies that low self-efficacy for self-regulation is the strongest predictor of procrastination tendencies (syapira et al., 2022; ziegler & opdenakker, 2018). students have not been able to avoid procrastination in achieving targets due to poor time management, inability to set priorities, too many tasks to be completed in a certain time, anxiety about tasks which make a lot of time spend thinking about what to worry about instead of doing them, difficult concentration, not knowing what is needed, feeling too pressured by tasks, thinking too much about failure or not being able to meet the expected standards, and fear of success. implications academic procrastination is a behavior which is detrimental ones. some disadvantages of academic procrastination are that it makes the following tasks pile up, although tomorrow there are still other tasks to be done. the more there are piles of tasks, the more people are lazy to do. when going to do the task, it makes them feel like they are running out of time. in addition, the given tasks and not complete yet make other people's assessments not good. it could even reduce confidence in the ability of the procrastinator. this research has implications for the importance of guidance and counseling, especially in counseling services in universities. the data from this study came from the respondents of islamic guidance and counseling students. considering the impact of the case of academic procrastination which is a problem of epistemological belief and self-regulation in learning, it means that it is important to provide counseling services on aspects of developing more sophisticated epistemological beliefs and about self-management in good learning in college students as an effort to minimize academic procrastination. limitations and sugestions this study has several limitations such as the research theme is approached only with a quantitative approach model. it is recommended to further deepen the findings in the field through the role of epsitemological belief and self regulation in academic procrastination of muslim college students 114 islamic guidance and counseling journal vol. 5, no. 2, pp. 104-118, 2022 experiments, qualitative methods, or mixing methods which combine quantitative and qualitative approaches integratedly. it is expected to provide more information about the studied themes. in addition, the sample of this research is only limited to certain study programs where climate and institutional management can have an effect. therefore, it is highly recommended to expand the population and sample in order to get more comprehensive illustrations and factors which influence academic procrastination. conclusions this study is to examine the effect of epistemological belief which consists of belief about knowledge and learning and self-regulation in learning on academic procrastination. this study results indicate that belief about knowledge has a significant positive effect on self-regulation in learning and has a negative effect on academic procrastination, belief about learning has a significant positive effect on self-regulation in learning and has a significant effect on academic procrastination, and self-regulation in learning also has a significant negative effect on academic procrastination. acknowledgement no funding was received from any private or public agency for this study. author contribution statement the authors contributed equally to the completion of this research. references abdi zarrin, s., gracia, e., & paixão, m. p. 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(1990). student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. journal of educational psychology, 82(1), 51–59. https://doi.org/10.1037/00220663.82.1.51 copyright holder : © ghufron, m. n., & suminta, r. r. first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1016/j.lindif.2018.04.009 https://doi.org/10.1037/0022-0663.82.1.51 https://doi.org/10.1037/0022-0663.82.1.51 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: aldbyani, a., & al-abyadh, m. h. a. (2022). relationship between dark triad, mental health, and subjective well-being moderated by mindfulness: a study on atheists and muslim students. islamic guidance and counseling journal, 5(1). https://doi.org/10.25217/igcj.v5i1.2642 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung relationship between dark triad, mental health, and subjective well-being moderated by mindfulness: a study on atheists and muslim students aamer aldbyani1,3, mohammed hasan ali al-abyadh2,3 1shandong normal university, china 2prince sattam bin abdulaziz university, saudi arabia 3thamar university, yemen m.alabyadh@psau.edu.sa article information: received april 30, 2022 revised august 24, 2022 accepted august 27, 2022 keywords: dark triad; mental health; mindfulness; subjective well-being abstract research indicates that mindfulness is related to mental health (anxiety, depression, and general health) and well-being. however, its impact on individuals who have the dark triad (dt) personality remains unclear. we examined the relationship between the dt constructs (narcissism, psychopathy, and machiavellianism), mental health, and subjective wellbeing with mindfulness as the moderator variable. a total of 764 (atheist=412; muslims=352) university students were recruited to complete the dark triad personality scale (dm), mindful attention awareness scale (maas), beck depression inventory-ii (bdi-ii), trait anxiety scale (stai), general health questionnaire (ghq), and subjective well-being scale (swb). pearson's correlations and process macro were used to evaluate associations between these variables and whether mindfulness moderated the associations between dt constructs, mental health, and subjective well-being. the results revealed that dt statistically significant predictor of mental health but only in low mindfulness levels. while two dt constructs, narcissism and machiavellianism, significantly predict subjective well-being only for participants with high mindfulness levels. introduction our personalities play such an essential role in determining our thoughts and behaviors. research has found that personality traits can be significant health predictors. for example, studies have shown that the personality traits exhibited during childhood are linked to later health and are tied to other critical health markers, while adult personality tends to remain stable over long periods (edmonds, goldberg, hampson & barckley, 2013; jokela et al., 2013). one personality dimension that has generated much scientific interest in the past two decades is the dark triad (hudek-knežević, kardum & mehić, 2016). dark triad (dt) refers to three overlying traits of personality: narcissism, machiavellianism, and psychopathy. these three traits are overlappings but separable between them (paulhus & williams, 2002). to some extent, all three traits share several undesirable features, including malevolence, selfpromotion, emotional coldness, hypocrisy, and aggression. moreover, people high on these "dark" personalities are characterized by disagreeable-ness, callousness, dishonesty, duplicity, and aggressiveness; they tend to lead a fast and exploitive, rather than a caring and prosocial https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v5i1.2642 https://orcid.org/0000-0001-5386-1558 https://orcid.org/0000-0001-5386-1558 https://orcid.org/0000-0001-5386-1558 https://orcid.org/0000-0001-5386-1558 mailto:m.alabyadh@psau.edu.sa relationship between dark triad, mental health, and subjective well-being moderated by mindfulness: a study on atheists and muslim students 72 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 life (furnham, richards, & paulhus, 2013; pabian, de backer, & vandebosch, 2015). these traits have often been associated with negative aspects of personality; for instance, psychopathy is related to higher levels of aggressiveness and impulsivity (kennealy, skeem, walters & camp, 2010), machiavellianism is linked to hypocrisy and manipulation, and narcissism is linked to dominance, superiority and egocentric attitude (gómez-leal et al. 2019). dt scores predict a mixture of negative and positive psychological outcomes. for example, dt personality traits negatively relate to anxiety symptoms (birkás, láng, martin, & kállai, 2016), especially with two constructs of the dt: narcissism and psychopathy (cooke & michie, 2001). at the same time, a study conducted by stinson et al., (2005) that demonstrated the relationship between depressive symptoms and dt traits, found a negative relationship between depression and psychopathy. others have found a positive relationship between depression and machiavellianism (al aïn et al., 2013; tokarev et al., 2017) and psychopathy (jonason & kroll, 2015). in addition, other studies found that machiavellianism was associated with higher mental toughness scores (sabouri et al., 2016; jonason, baughman, carter, & parker, 2015), narcissism was a strong predictor of health indicators and diseases in positive and negative associations (malesza and kaczmarek, 2019), while psychopathy associated negatively with health outcomes (beaver et al., 2014), stress (noser, zeigler-hill, & besser, 2014), impulsive behavior (jones & paulhus, 2011), cardiovascular diseases (casey, rogers, burns, & yiend, 2012), sexual behavior (hudek-knežević, kardum, & krapić, 2007), substance abuse (jonason, li, & teicher, 2010), risk-taking (adams, luevano, & jonason, 2014) and an exploitative mating (kardum, hudek-knežević, schmitt, & grundler, 2015). at the same time, much of the research has linked dt traits to adverse outcomes. however, the dt managed to predict well-being. studies such by aghababaei & błachnio (2015) and aghababaei (2019) found that narcissism and psychopathy are positively related to well-being, while machiavellianism was not related to well-being outcomes. on the other hand, a study conducted by limone, sinatra & monacis (2020) found no correlations between subjective well-being with machiavellianism and psychopathy, while there is a correlation with narcissism. interest in the concept of mindfulness has increased over the past three decades (bishop et al. 2004), in which mindfulness is believed to produce fundamental changes in a person's appraisal and belief systems (kabat-zinn, 1990). the general mindful approach of being open and accepting includes viewing oneself with openness and acceptance. in addition, people who have a high level of mindfulness often show the qualities of compassion, acceptance, and, empathy towards themselves and others, have advanced personal skills, communicate more effectively with others, and have a better lifestyle compared to those who do not have a high level of mindfulness (burgoon et al., 2000; feltman et al. 2009). where individual deals with stimuli around him attentively and consciously by observing his thoughts, emotions, and feelings, living moment by moment with her, opening up to new experiences, and communicating with them, which contributes to the self-behavioral organization of the individual, and gives him the ability to make adaptive choices about different responses (elder, 2010; stoops, 2005). studies consistently showed that mindfulness plays a role in physical and psychological outcomes. however, few studies have investigated mindfulness as a moderator of dt traits in psychological outcomes, especially mental health and subjective well-being. dark triad the dark triad (dt), which consists of narcissism, psychopathy, and machiavellianism, is linked with a ruthless method to others and gaining personal benefit at the expense of the well-being of others (paulhus & williams, 2002). narcissism is the first construct of dt, aldbyani, a., & al-abyadh, m. h. a. 73 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 which characterizes by inflating oneself and attention-seeking, dominating interpersonal relationships, persuasion, and exploiting others (campbell et al., 2000; carroll, 1987; jakobwitz & egan, 2006; twenge & campbell, 2003). while the second construct of dt is psychopathy, characterized by low anxiety levels, cruelty, lack of guilt, recklessness, and antisocial (hare et al., 1991; jones & paulhus, 2014; jones & neria, 2015; malesza & ostaszewski, 2016). whereas the third construct of dt is machiavellianism which is characterized by the absence of morality, deceit, the double standard, lack of effect in social relations, love of money and power, and cynical views (christie, 1970; mchoskey, worzel, & szyarto, 1998; jones & paulhus, 2014). the three dt traits are considered socially undesirable behaviors (kowalski, 2001) and are marked as an essential factor leading to hostility between people (muris et al., 2017). in this regard, people with dt traits are characterized by a fast life strategy, short-term thinking, a lack of social support, disregarding social rules, and wide risk-taking (figueredo et al., 2006; jonason, koenig, & tost, 2010). therefore, high dt scores refer to antisocial tactics, limited self-control, and less cognitive and affective empathy (muris et al., 2017; jonason & kroll, 2015). individuals who obtain high marks in the dark triad of personality are tended by the exploitation of others, indifference, and act in harmful ways to achieve their interests and do not respect the ideas and needs of others, do not care about the harm and pain they cause and do not give any consideration to the general moral rules (rauthmann & kolar, 2012; webster & jonason, 2013). this is confirmed by the study conducted by (jakobwitz & egan, 2006), which found that there is a negative relationship between the three dark triad traits and some standard personality traits, as individuals showed low scores in kindness, conscientiousness, and openness to experience (jakobwitz & egan, 2006). in addition, individuals who score high on this variable exhibit a range of unwanted behaviors such as aggression, opportunism, and harming others, and they also exhibit a high tendency for misalignment with themselves and others, as they do not have a clear view of their selves and their abilities and capabilities also, they show an evident weakness in establishing stable and stable social relations with others, and they often suffer from problems with their colleagues and bosses at work, and their marital relations end in divorce (rauthmann & kolar, 2012). bad behavior and relationships are closely related to physical and mental health, and that dt is likely to impact mental health and well-being, so this study aims to examine how dt traits predict mental health and well-being. the dark triad and mental health anxiety anxiety is defined as an active psychophysiological and behavioral state (spielberger, 1975; beck, laude & bohnert, 1974). the literature had distinguished between trait anxiety and state anxiety. the anxiety trait means a tendency to feel anxious and not necessarily anxious at present, while anxiety states that the person suffers from anxiety (glanzman & laux, 1978; spielberger, 1972; endler & magnusson, 1976). it is assumed that socially averse like dt personality traits are negatively related to anxiety symptoms (jonason, li & teicher, 2010; shostak & peterson, 1990). however, there are also opposing views, such as veselka et al. (2012) found that higher dt traits are related to higher anxiety. in addition, other researchers found inconsistent results for the relationship between different structures of dt and anxiety. for example, birkás, láng, martin & kállai (2016) found that psychopathy was positively associated with two dimensions of anxiety (cognitive concerns and physical concerns), while machiavellianism only associates with one dimension of anxiety (social concerns). in comparison, narcissism is negatively associated with two dimensions of anxiety (cognitive concerns and physical concerns). this is consistent with (spano, 2001) who referred to those people with high degrees of narcissism relationship between dark triad, mental health, and subjective well-being moderated by mindfulness: a study on atheists and muslim students 74 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 as having opportunities for self-enhancement and low levels of trait anxiety. another study examined the relationship between dt traits, anxiety, sleep disturbances, and intolerance of uncertainty and found higher scores on dt (only machiavellianism and psychopathy) associated with higher scores on anxiety, sleep disturbances, and intolerance of uncertainty (sabouri et al., 2016). studies such as by (nigro & galli., 1985; watson & biderman, 1993; cooke & michie, 2001) found that anxiety sensitivity is negatively associated with two dimensions of the dt (narcissism and psychopathy), but positively with machiavellianism). therefore, the relationship between dt and anxiety needs to be further tested. depression depression is a common mental disorder worldwide (lépine & briley, 2011). this disorder is a significant public health problem with consequences for affected people and their family members and society, with extremely high economic costs in using services and lost productivity (cassano & fava, 2002). the most common symptoms of depression are the mood of persistent depression that may last for a few days or perhaps months. the physical and cognitive changes that affect the individual daily include loss of general interest, exposure to stress, low self-esteem, irritability, loss of appetite, sleep disturbances and feeling tired (american psychiatric association, 2013). the results of the studies demonstrated a mixed relationship between depressive symptoms and dt. some such as (stålenheim & von knorring, 1996; stinson, becker & tromp, 2005) found a negative correlation between depression and psychopathy. some have found a positive correlation between depression and machiavellianism (tokarev et al., 2017; al aïn et al., 2013). other studies such as jonason et al. (2015) and gómez-leal et al. (2019) showed a positive relationship between depression and two constructs of dt (psychopathy and machiavellianism). the previous studies showed conflicting results about the relationship between dt traits and depression, so this study tried to test this relationship and determined the association of dt traits in predicting depression. general health general health is one of the most mental health indicators, and dt traits improve health indicators. a study by hudek-knežević et al. (2016) examined how dt traits predict health indicators. the results found that psychopathy positively predicted gastrointestinal diseases, tobacco use, and injuries. narcissism predicted skin diseases and tobacco use negatively. at the same time, machiavellianism predicted the risk of injuries, spine, an indicator of cancer and back diseases negatively. at the same time, machiavellianism predicted positively high blood pressure. in addition, machiavellianism, narcissism, and psychopathy are associated with higher mental toughness scores (sabouri et al., 2016). a study conducted by jonason, baughman, carter, & parker (2015) revealed a correlation between machiavellianism and health. in comparison, narcissism relates to few adverse health effects. another study conducted by malesza & kaczmarek (2019) found that narcissism was the strong predictor of health indicators and diseases in positive and negative associations, while machiavellianism and psychopathy were weak predictors of health indicators. other studies focused on psychopathy and found that higher scores on psychopathy were associated negatively with health outcomes (beaver et al., 2014), stress (noser, zeigler-hill, & besser, 2014), impulsive behavior (jones & paulhus, 2011), cardiovascular diseases (casey, rogers, burns, & yiend, 2012), sexual behavior (hudek-knežević, kardum, & krapić, 2007), substance abuse (jonason, li, & teicher, 2010), risk-taking (adams, luevano, & jonason, 2014) and an exploitative mating (kardum, hudek-knežević, schmitt, & grundler, 2015). https://scholar.google.com/scholar?hl=en&as_sdt=0,5&qsp=1&q=american+psychiatric+association+%22diagnostic+statistical+manual%22&qst=ib#d=gs_cit&t=1662777316185&u=%2fscholar%3fq%3dinfo%3a8ai2u-pwctyj%3ascholar.google.com%2f%26output%3dcite%26scirp%3d0%26hl%3den https://scholar.google.com/scholar?hl=en&as_sdt=0,5&qsp=1&q=american+psychiatric+association+%22diagnostic+statistical+manual%22&qst=ib#d=gs_cit&t=1662777316185&u=%2fscholar%3fq%3dinfo%3a8ai2u-pwctyj%3ascholar.google.com%2f%26output%3dcite%26scirp%3d0%26hl%3den aldbyani, a., & al-abyadh, m. h. a. 75 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 dark triad and subjective well-being subjective well-being (swb) is the study of happiness and life satisfaction, which helps individuals know life's cognitive and emotional estimation. swb consisted of life satisfaction, which refers to an individual's cognitive assessment of life quality. positive emotion and negative emotion refer to an individuals' subjective emotional experience of life quality (diener & suh, 2000; feng et al., 2012). much of the research has linked the dt traits to adverse outcomes. however, the dt managed to predict well-being. in this context, aghababaei and błachnio (2015) examined the differences between the dt traits and their relationships with well-being in a sample of polish undergraduate students. they found that narcissism and psychopathy are positively related to well-being, while machiavellianism was not related to well-being outcomes. another study conducted by aghababaei (2019) with iranian university students as samples found that narcissism is positively related to psychological and subjective well-being, while psychopathy and machiavellianism are associated with lower levels of well-being. on the other hand, a study conducted by limone, sinatra & monacis (2020) found no correlations between subjective well-being with machiavellianism and psychopathy, while there is a correlation with narcissism. mindfulness as a moderator mindfulness has been conceptualized as a state, a set of skills, and a trait-like tendency (randal, pratt, & bucci, 2015). dispositional mindfulness refers to paying attention and being focused non-judgmentally on the present moment (garland & howard, 2013). this ability can be developed through mindfulness training (birrer, rцthlin, & morgan, 2012) and can also occur in different populations, regardless of mindfulness practices (brown, ryan, & creswell, 2007; kabat-zinn, 1990). when practicing mindfulness, one focuses on the present moment experiences rather than imagining the future or rehashing the past. sensations and emotions are perceived intentionally without judging whether they are good or bad and right or wrong. therefore, people who have a higher level of mindfulness show higher quality of compassion, acceptance, and, empathy towards themselves and others, have advanced personal skills, communicate more effectively with others, and have a better lifestyle (burgoon, berger, & waldron, 2000; feltman, robinson, & ode, 2009). mindfulness is consistently associated with reducing psychological and physical outcomes, such as depression (barnhofer et al., 2011; bränström et al., 2011; jimenez et al., 2010; marks et al., 2010), anxiety (hou, ng & wan, 2015), and chronic health problems (bédard et al., 2012; kabat-zinn, 1994; keng, smoski, & robins, 2011) and enhancing wellbeing (bajaj, gupta, & pande, 2016; keng et al., 2011). those who have high dt traits are more experience a risk for poor health (carmody et al., 2008; chambers, lo, & allen, 2008; dekeyser et al., 2008; jonason et al., 2015). moreover, mindfulness is associated with better physical and mental health and weakens abusive supervision on perceived victimization when the dt traits are the predictors of this relationship (khan et al., 2020). studies also indicated that high mindfulness scores might associate with lowering fibromyalgia impact, pain interference, stress, anxiety, depression, and better mental health-related quality of life (pleman et al., 2019) buffering the effects of perceived stress on anxiety and depression (bergin and pakenham, 2016) and could moderate the relation between antisocial personality disorder and aggression (taubner et al., 2013; velotti & garofalo, 2015). therefore, it is believed that mindfulness may moderate dt traits on anxiety, depression, general health, and well-being. the rationale of the study research on dt traits yielded mixed results. some of them focused on the negative relationship between dark triad, mental health, and subjective well-being moderated by mindfulness: a study on atheists and muslim students 76 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 consequences (kennealy et al., 2010; gómez-leal et al., 2019; birkás et al., 2016; stinson et al., 2005); others show the advantages of scoring high on dt traits (sabouri et al., 2016; jonason et al., 2015). in addition, some showed a negative relationship between dt traits and psychological adjustment (aghababaei & błachnio, 2015; aghababaei, 2019; limone et al., 2020), while others showed a positive relationship between these variables (al aïn et al., 2013; jonason & kroll, 2015; tokarev et al., 2017). however, the impact of mindfulness on the relationship between dt personalities and mental health, and subjective well-being remains unclear. in this study, we experimented with a conceptual model that through its dt will become a predictor of mental health and subjective well-being among atheists and muslim students. aims and hypotheses in particular, the aim of this study was two folds (a) to test whether mindfulness moderates the relationship between dt and mental health in college students, and (b) to investigate whether mindfulness moderates the relationship between dt and subjective wellbeing among college students. altogether, these two research questions constitute two moderation models. figure 1 illustrates the suggested model. founded on the literature reviewed overhead, we set forward the following hypotheses: hypothesis 1. dt traits (narcissism, psychopathy, and machiavellianism) predict mental health, and mindfulness may moderate this relationship. hypothesis 2. dt traits (narcissism, psychopathy, and machiavellianism) predict subjective well-being and mindfulness may moderate this relationship. figure 1. conceptual model of the moderated effect methods participants 764 undergraduate or postgraduate students (n male =348, female=416, mage = 22.17, sd age = 4.02) from asia participated in the study. among them, 54% (412) were from china, 30% (229) were from indonesia, and others were from yemen. 54% (412) of the participants were atheists, and 46% (352) were muslims. measurements dark triad the dark triad personality scale (dm), which contains 12 items in english version, has been used to assess the dt personality characteristic (webster & jonason, 2013; klimstra, sijtsema, henrichs, & cima, 2014). this scale measures three subscales of dm: narcissism (item example “i tend to want others to admire me.”), psychopathy (item example “i tend to be unconcerned with the morality of my actions.”), and machiavellianism (item example “i have use flattery to get my way.”); each contains four items and is rated on a 9-point scale ranging from 1 (strongly disagree) to 9 (strongly agree). cronbach's alpha in this study for the three subscales of dm: narcissism, psychopathy, and machiavellianism were .81, .84, and .77. subjective well-being/ mental health mindfulness dark triad aldbyani, a., & al-abyadh, m. h. a. 77 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 mindfulness the mindful attention awareness scale (maas), which contains 15 items, has been used to assess mindfulness traits (brown & ryan, 2003). each item was rated using a 6pointed likert-type scale, ranging from 1 (almost always) to 6 (almost never). the item examples were “i tend not to notice feelings of physical tension or discomfort until they really grab my attention.” and “i find myself listening to someone with one ear, doing something else at the same time.”. negatively worded items were reversed so that high scores indicate higher levels of mindfulness. cronbach's alpha in this study was .77. depression the beck depression inventory-ii (bdi-ii), which contains 21 items, has been used to assess depression (beck, steer & brown, 1996). each item was rated using a 4-pointed likerttype scale, ranging from 1 (do not feel guilty) to 4 (i feel guilty at any time). cronbach's alpha in this study was .92. anxiety the trait anxiety scale (stai), which contains 20 items, has been used to assess trait anxiety (spielberger et al., 1983). each item was rated using a 4-pointed likert-type scale, ranging from 1 (no or little time) to 4 (most or all of the time). trait anxiety items include “i worry too much over something that really doesn’t matter” and “i am content.” cronbach's alpha in this study was .88. subjective well-being the subjective well-being scale (swb) contains two scales. the first scale is the satisfaction with life scale (swl; diener et al., 1985), in which five items have been used to assess an individual's satisfaction with life. the items include “in most ways my life is close to my ideal” and “the conditions of my life are excellent.”. each item was rated using a 7pointed likert-type scale, ranging from 1 (strongly disagree) to 7 (strongly agree). cronbach's alpha in this study was .86. the second scale is the positive and negative emotions, which contains nine items. each item was rated using a 7-pointed likert-type scale, ranging from 1 (totally inconsistent) to 7 (totally suitable). cronbach's alpha in this study was .56. table 1. descriptive statistical results and correlations among study variables (n = 764). 1 2 3 4 5 6 7 8 9 1. narcissism 1 2. psychopathy .57*** 1 3. machiavellianism .72*** .46*** 1 4. s. well-being .10** .28*** .08* 1 5. anxiety .28*** -.02 .34*** -.37*** 1 6. depression .24*** -.01 .23*** -.45*** .54*** 1 7. general health .09* -.11** .12** -.66*** .40*** .61*** 1 8. mental health .26*** -.04 .30*** -.56*** .82*** .88*** .75*** 1 9. mindfulness .05 .19*** .02 .44*** -.24*** -.27*** -.32*** -.33 1 m 11.36 15.42 1.75 17.14 39.11 3.10 2.70 89.91 54.05 sd 5.13 5.14 4.50 16.51 9.30 9.37 5.63 2.15 1.94 m: mean; sd: standard deviation; n = 807. **: p <0.01. relationship between dark triad, mental health, and subjective well-being moderated by mindfulness: a study on atheists and muslim students 78 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 general health the general health questionnaire also known as ghq (goldberg & williams, 1988), which contains 12 items, has been used to assess general health. each item was rated using a 4-pointed likert-type scale, ranging from 1 (better than usual) to 4 (much less than usual). the item samples were “able to concentrate” and “able to enjoy day-to-day activities”. cronbach's alpha in this study was .84. procedures participants were recruited through the online platform after the researcher collected their information and assured them of the privacy of their responses. moreover, they were paid to complete a series of online measurements which took 30–45 min. the academic committee approved the study at shandong normal university. data analysis before the statistical test, we combined scores for anxiety, depression, and general health to indicate mental health. a low score indicates well mental health. peterson's correlation test was used to find correlations between variables. the process macro (version 3.5; hayes, 2013) on spss was used to conduct the moderation analysis. in the model of this study, the moderated effect (model 1) was examined using 5000 bootstraps resamples to produce 95% confidence intervals (hayes, 2013). the statistics were meancentered before committing analysis. results and discussion results we explored the relationship between dt (narcissism, psychopathy, and machiavellianism), anxiety, depression, general health, well-being, and mindfulness, and here are the results. descriptive statistics and correlation analysis descriptive statistics and correlations can be seen in table 1. for the main study variables, there were significant relationships between them. narcissism, as well as machiavellianism, is positively related to subjective well-being and mental health. psychopaths were positively related to subjective well-being and mindfulness but not significantly related to mental health. moderating effect test the simple moderation of mindfulness between dark triad and mental health mindfulness served as a significant moderator in the relationship between narcissism and mental health (δr2 = .06, f(1,760) = 62.69, p < .001). narcissism significantly positive in predicting mental health (effect = 2.28, se = .19, 95%ci[1.90, 2.66]) only in low mindfulness level. the two-way interaction of mindfulness and dark triad was shown in fig 2. in the psychopathy-mental health model, mindfulness also moderated the relationship between them (δr2 = .08, f(1,760) = 6.67, p < .5). in low mindfulness level, psychopathy had a significant positive effect on mental health (effect = .49, se = .21, 95%ci[.09, .89]), while in high mindfulness level, it had a nonsignificant negative effect on mental health (effect = -.18, se = .17, 95%ci[-.53, .16]). similar to that in narcissism-mental health model, mindfulness served as a significant moderator in the relationship between machiavellianism and mental health (δr2 = .05, f(1,760) = 45.56, p < .001). in low mindfulness level, machiavellianism positively predicted aldbyani, a., & al-abyadh, m. h. a. 79 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 mental health (effect = 2.43, se = .21, 95%ci[2.01, 2.84]). figure 2. interaction between mindfulness and dark triad in predicting mental health figure 3. interaction between mindfulness and dark triad in predicting subjective well-being (swb) the simple moderation of mindfulness between dark triad and subjective well-being results showed that the moderating effect of mindfulness on the relationship between narcissism and subjective well-being was significant, for there was a significant interaction effect (δr2 = .01, f(1,760) = 6.09, p < .05). as we can see in fig. 3, narcissism had a significant positive effect on subjective well-being (effect = .52, se = .15, 95%ci[.23, .81]) in high mindfulness level, but had a nonsignificant negative effect on subjective well-being in low mindfulness level (effect = -.05, se = .16, 95%ci[-.37, .27]). analogously, the moderating effect of mindfulness on the relationship between machiavellianism and subjective well-being was significant (δr2 = .02, f(1,760) = 15.67, p < .001). machiavellianism had a significant positive effect on subjective well-being (effect = .84, se = .19, 95% ci[.47, 1.21]), but had a nonsignificant negative effect on subjective wellbeing (effect = -.26, se = .17, 95%ci[-.61, .08]) in low mindfulness level. there was not a significant moderating effect of mindfulness on the psychopathysubjective well-being relationship (δr2 = .003, f(1,760) = 3.31, p > .05). psychopathy had a positive effect on subjective well-being regardless of the mindfulness scores. discussion the study aimed to explore the relationship between dt traits, mental health, subjective well-being, and mindfulness's moderating effect on this relationship. findings showed that narcissism positively related to mental health and subjective well-being; this result consents with studies such as )aghababaei, 2019; aghababaei and błachnio, 2015) which indicated that narcissism was positively associate with well-being and its relations with well-being variables significantly increased. this means that having a narcissistic personality is beneficial for the well-being of others and for living a good and full-functioning life. unexpectedly findings also showed that machiavellianism positively related to mental health and subjective well-being; this result can be acceptable because machiavellians plan relationship between dark triad, mental health, and subjective well-being moderated by mindfulness: a study on atheists and muslim students 80 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 the future, build allies, and do their best their effort to maintain a positive life (paulhus & jones, 2011). another unexpected finding showed that psychopathy is positively related to subjective well-being. this result contrast with a study conducted by love & holder (2014), which they found that psychopaths are associated with higher levels of depression and negative affect, and lower levels of life satisfaction, happiness, and positive affect, because psychopaths fail to explain the variance in bad or well-being. furthermore, the moderating analysis’s results showed that narcissism, psychopathy, and machiavellianism significantly positively predict mental health; this proves our hypothesis1 that mindfulness moderates this association of dt traits on mental health but only in low mindfulness. the results also showed that just narcissism and machiavellianism significantly positively predict subjective well-being; this proves our hypothesis2 partially that mindfulness moderates this association of dt traits on subjective well-being but only in high mindfulness levels. the result that we achieved through this study shows that the dark personality may be three-dimensional, and that the three dimensions are not completely consistent. implications the reseach results highlighted the importance of mindfulness in moderation; the associations between dt constructs impact mental health and subjective well-being. however, concerning the participants religious background, we need to be aware that the theoretical model developed is for muslim and atheist. thereore, this implication can be utilized in the development theories in the field of psychology, in particular that focus in muslim and atheist participants. limitations and future direction despite providing insight on the role of mindfulness in moderating the relationship of dr, mental health, and subjective well-being, we can not avoid the limitations of this study. the limitations of our study are; first, it is adopting a cross-sectional design and uses selfreport measures to collect data. second, participants were college students in three countries; whether the research findings can be generalized to other countries is unknown. third, only three mental health indicators were selected in this study: anxiety, depression, and general health. in addition, an argument was made to examine these variables using qualitative approach, more participants background (country, religion, culure etc.) or other indicators to represent mental health in the future studies. conclusion individuals who own the dt trait are not criminals. they prefer a solid hierarchy and tend to strive for high social status and personal gain at the expense of others. they work hard to achieve success like others, but in a roundabout way, and they are ready to commit crimes to achieve their interests, causing problems. they have unusual attitudes and tend to disconnect morally; they agree to ideas rejected by others as ethically unacceptable and quickly find exceptions and explanations to applying accepted moral principles. this study concludes that dt traits could be a predictor of subjective well-being and mental health among muslim or atheist students, and mindfulness may be one of the underlying mechanisms of this relationship. acknowledgement no funding was received from any private or public agency for this study. aldbyani, a., & al-abyadh, m. h. a. 81 islamic guidance and counseling journal vol. 5, no. 1, pp. 71-87, 2022 author contributions statement the authors contributed equally to the completion of this research . references aghababaei, n. 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(2023). consumptive behavior in female university students: qana’ah and hedonic lifestyle as predictors. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3241 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung consumptive behavior in female university students: qana’ah and hedonic lifestyle as predictors wulan muawaliyah, ahmad saifuddin* universitas islam negeri raden mas said surakarta, indonesia ahmad.saifuddin48@iain-surakarta.ac.id* article information: received june 6, 2022 revised november 11, 2022 accepted december 13, 2022 keywords: consumptive behavior; hedonic lifestyle; qana'ah abstract currently, many under graduate students are affected by consumptive behavior, so that consumptive behavior needs to be overcome, one of which is qana'ah behavior. therefore, this study aimed to explain the correlation between qana'ah and a hedonic lifestyle with consumptive behavior in female students. the research method used was quantitative correlation study with a multiple regression analysis technique. there were three measuring tools used in this study, namely qana'ah scale, hedonic lifestyle scale, and consumptive behavior scale. following a cluster random sampling approach, this study obtained a sample consisting 297 universitas islam negeri (uin) raden mas said surakarta female students aged 18-22 years old. the data analysis technique implemented in the present study was regression analysis resulting in f = 151.488; r2 = .508; p < .05. partial analysis showed that qana'ah has a negative relationship with consumptive behavior, with a correlation coefficient of -6.415 (p < .05), and hedonic lifestyle has a positive relationship with consumptive behavior, with a correlation coefficient of 13.570 (p < .05). qana’ah is negatively correlated with consumptive behavior, meaning that the higher the qana’ah level in oneself, the lower the prevalence of exhibiting consumptive behavior. meanwhile, the hedonic lifestyle is found to be positively correlated with consumptive behavior. it means that when a person adopts a hedonic lifestyle, they are more likely to show consumptive behavior. based on the analysis, there is a correlation between qana'ah and hedonic lifestyles with consumptive behavior in female students of uin raden mas said surakarta. thus, qana’ah can become a solution to reduce the level of consumptive behavior. in more serious cases, qana'ah can be made into therapy so that it becomes qana'ah therapy to reduce mental problems, one of which is consumptive behavior. introduction every aspect of life encounters advancement in the current globalization era. those advancements cause information transparency on the internet. thus, every person will find out about the happenings in other regions instantly (spina, zubiaga, sheth, & strohmaier, 2019). the condition then leads to cultural exchange which influences the shift in lifestyle. lifestyle can be defined as the typology of individual behavior in conducting activities and the pattern of an individual’s time use. additionally, lifestyle can also be defined as behavior orientation-value, attitude, and preference-and latent factors that motivate the https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3241 https://orcid.org/0009-0005-8662-378x mailto:ahmad.saifuddin48@iain-surakarta.ac.id https://orcid.org/0000-0002-3863-8953 muawaliyah, w., & saifuddin, a. 71 islamic guidance and counseling journal vol. 6, no. 1, pp. 70-82, 2023 behavioral pattern in an individual (acker, 2015). lifestyle is related to one’s mental health (walsh, 2011; zaman, hankir, & jemni, 2019). therefore, some people are adopting certain lifestyles to achieve mental health. however, with certain other lifestyles, people may have a hard time achieving mental health. one of those lifestyles is a hedonic lifestyle. a hedonic lifestyle is a type of lifestyle with an emphasis on pleasure-seeking. thus, an individual adopting a hedonic lifestyle considers that the main objective of life is obtaining pleasure (pratminingsih et al., 2021; teo & sidin, 2014). according to wells & tigert (1971), people who are adopting this lifestyle tend to spend more time outside of their homes purchasing items or looking for pleasures in other forms, such as going to the mall or the cafe. wells & tigert (1971) mentioned three aspects of the hedonic lifestyle. the first aspect is interest. interest is the individual tendency towards a product or activity emphasizing life pleasure. second, activity. in this context, activity means the way a person uses their time, which takes form in an act of seeking pleasure. for example, they might spend more time outside of their house, spend more money purchasing items they might not need, go to shopping centers, and hang out in the cafes. the third aspect is opinion. opinion refers to the individual’s opinion in dealing with questions and products related to life that are viral in society. it is not rare for individuals adopting a hedonic lifestyle to show other behaviors, such as consumptive behavior (akdağ & demir, 2021; martínez-lópez, pla-garcía, gázquez-abad, & rodríguez-ardura, 2016). consumptive behavior is a type of behavior in which the person purchases goods excessively without consideration of necessity. it means that consumption is merely to fulfill desire and satisfaction, instead of needs (adinata & noviandari, 2020; enrico, aron, & oktavia, 2014). according to sumartono (2002), the aspects of consumptive behavior encompass: a) purchasing products because of the promise of rewards, b) purchasing products due to attractive packaging, c) purchasing products to maintain self-presentation for prestige, d) purchasing products with the consideration of price instead of their uses, e) purchasing products for a status symbol, f) purchasing products due to conformity towards models advertising them, g) a consideration that buying an expensive product can increase self-confidence, and f) trying to purchase more than two similar products from different brands. some strategies can inhibit consumptive behavior. they are cognitive behavioral therapy (cbt) (palupi, 2018), behavioral psychotherapy (zaroh, 2014), and self-management psychotherapy (anisah & handayni, 2018; asni, wangi, & aini, 2021). qana’ah can also be used as a strategy to reduce consumptive behavior (rahayuningsih, 2016; rahmadani, rizki, & restya, 2018). out of the aforementioned methods, qana’ah is considered the most comprehensive strategy because it involves the process of thinking, feeling, and behaving. in addition, the self-control component in qana’ah is also based on religious and spiritual values. qana’ah is an islamic teaching that guides people to feel satisfied with what they have and distance themselves from feeling dissatisfied with allah swt (rahayuningsih, 2016). qana’ah has a role in solving social and environmental problems (ahya, 2019). this teaching can solve social problems by encouraging people not to adopt an excessive lifestyle which is the cause of social disparity. qana’ah can also help people avoid consumptive behavior which minimizes the amount of produced trash that pollutes the environment. additionally, qana’ah also has a positive impact on one’s mental state because the person is not burdened by things they do not have. according to hamka (2015), the aspects of qana’ah include: willingly accepting what is present, praying to god for more blessing and working for it, patiently accepting god’s provision, tawakal, and showing disinterest toward worldly deceptions. although theoretically qana’ah can reduce consumptive behavior, in reality, it does not happen to everyone in every place. this discrepancy could be observed among female students of universitas islam negeri (uin) raden mas said surakarta. uin raden mas said surakarta is an islamic university consumptive behavior in female university students: qana’ah and hedonic lifestyle as predictors 72 islamic guidance and counseling journal vol. 6, no. 1, pp. 70-82, 2023 managed by the ministry of religion whose curriculum contains islamic studies (e.g., tasawuf, fiqih, al-qur’an science, and hadith study). therefore, students in the university are expected to implement islamic values, one of them being qana’ah. other than that, most students at uin raden mas said surakarta come from middle-class families and thus might influence them not to develop consumptive behavior (ramya & ali, 2016; shamri, mohd suhaimi, & ali, 2021; supriyadi & pratiwi, 2018). rationale of the study based on a pilot study done by distributing questionnaires to 87 female students at uin raden mas said surakarta, 84 students revealed that they accept life as it is, 87 students stated that they surrender to god’s grace in life, and 86 of them also admitted to sincerely accept the reality of life. such attitudes reflect qana’ah. however, some participants of the pilot study exhibited symptoms of consumptive behavior. for example, 14 students admitted to going shopping twice a month; 12 of them admitted to shopping three times a month; and 7 students even stated that they went on shopping more than three times a month. items that they purchased were clothes, bags, shoes, and cosmetics although they still had those items among their belongings. they bought not because of need, but because of environmental influences and seek satisfaction. this discrepancy emphasized the importance of analyzing the correlation between a hedonic lifestyle and qana’ah to consumptive behavior. studies about the correlation of qana’ah, hedonic lifestyle, and consumptive behavior have been done extensively. however, those studies were done separately. for example, a study by rahmadani et al. (2018) examined the influence of qana’ah on consumptive behavior. different studies analyzed the correlation between a hedonic lifestyle and consumptive behavior (korry & suartini, 2019; patricia & handayani, 2014). there had not been a single study analyzing the three variables simultaneously. thus, the theme of the present study can be considered original. in addition to the originality of the theme, there had not been a study analyzing the three variables conducted at uin raden mas said surakarta. another novelty offered by this study is related to its instruments which were developed by the researcher by referring to established theories. this research is important because consumptive behavior has several negative impacts. for example, wastefulness, difficulty distinguishing between wants and needs, increasing poverty rates, the emergence of a luxurious lifestyle, and the occurrence of social inequality (salim, 2022). therefore, it is important to find a solution to this consumptive behavior, one of which is by examining the relationship between consumptive behavior and qana'ah. theoretically or conceptually, hedonic lifestyle influences the emergence of consumptive behavior (anggraini & santhoso, 2017). individuals who have a hedonic lifestyle will tend to buy goods not because of need, but because of desire and satisfaction. this is caused by the inability of individuals to control their urges and low self-regulation (wijaya, mardianto, & prasetia, 2021). on the other hand, when the individual has a sense of qanah'ah (accepting what is and has a high satisfaction with something that is owned), then the qana'ah behavior will help the individual in controlling the urge to buy things that are not needed (rahmadani et al., 2018). purpose or hypotheses of the study the present study aimed to explain the role of qana’ah and a hedonic lifestyle towards consumptive behavior in the female students of uin raden mas said surakarta. thus, the study proposed two hypotheses (h0) there is a significant relationship between qana’ah and hedonic lifestyle on consumptive behavior among female university students and (h1) there is no significant relationship between qana’ah and hedonic lifestyle on consumptive behavior among female university students. muawaliyah, w., & saifuddin, a. 73 islamic guidance and counseling journal vol. 6, no. 1, pp. 70-82, 2023 methods design this study used a quantitative approach with a correlational method because it examined the relationship between two independent variables or predictors (namely qana’ah and hedonic lifestyle) and an independent variable (namely consumptive behavior). population and methods of sampling the location of this study was uin raden mas said surakarta and several inclusion criteria were implemented. the present study utilized purposive random sampling. purposive random sampling is a sampling technique that selects samples based on certain criteria (cozby et al., 2012). the first criterion is female students. based on a study by asmita and erianjoni (2019), women tend to follow trends more than men, thus they are more consumptive and hedonic. additionally, according to frankel (2006), women are more likely to shop for aesthetics than needs. the second criterion is being of age 18 to 22 years old. at that age, a person is categorized as a late adolescent who is highly influenced by the behaviors of others in their surroundings, particularly peers (tomé, de matos, simões, camacho, & alvesdiniz, 2012). the third criterion is a student of uin raden mas said surakarta. the school was chosen as the research site because it implements a curriculum containing islamic values, including qana’ah. on the other hand, this study also used a cluster random sampling technique because this study involved a number of under graduate students in each faculty at uin raden mas said surakarta. the population of this study was 11,751 female students from all faculties. based on isaac and michael's (1995) table, the sample size required for a population ranging from 10,000 to 15,000 is 266 people (with an error rate of 10%). meanwhile, the samples included in the present study were 297 female students of uin raden mas said surakarta. table 2 explains the sample distribution based on the faculty. instruments three instruments were used in this research namely the qana’ah instrument based on hamka's (2015) theory, the hedonic lifestyle instrument based on wells and tigert's (1971) theory, and the consumptive behavior scale built upon a theory by sumartono (2002). the three measurement instruments were in the form of a likert scale with five answer options, namely very appropriate (sangat sesuai/ss), appropriate (sesuai/s), neutral (netral/n), not appropriate (tidak sesuai/ts), and strongly disagree (sangat tidak sesuai/sts). those three instruments were validated by six experts (expert in islamic psychology and construction of psychological scale). the results of validation were calculated using the content validity formula by aiken (1985). according to the formula, the minimum validity coefficient required is .79 if the validation is done by six raters with five rating categories and takes the significance level by 5%. in the first round of validation, there were 23 non-valid items in the qana'ah scale because the validity coefficients ranged from .54 to .75. meanwhile, in the hedonic lifestyle scale, 22 items were considered non-valid because their validity coefficients ranged from .5 to .75. for the consumptive behavior scale, 21 items were not valid due to validity coefficients that ranged from .58 to .75. then, those invalid items were revised and sent back to the same six experts. in the second round of validation, all items in those three scales were considered valid for having validity coefficients equal to or more than .79. after the validation process, the three instruments were tested on 277 female students of islamic higher education institutions in central java and yogyakarta (except uin raden mas said surakarta). two rounds of analysis were conducted. the first round aimed to remove items with a low discrimination index (less than .30). the second round of analysis aimed to see the increase in reliability coefficient. the corrected item total correlation was used to analyze the consumptive behavior in female university students: qana’ah and hedonic lifestyle as predictors 74 islamic guidance and counseling journal vol. 6, no. 1, pp. 70-82, 2023 discriminatory power of the instruments, while cronbach’s alpha formula was used to calculate the reliability coefficient. two-round reliability analysis of those three instruments showed that the reliability coefficient estimate for the qana'ah scale was .912 with item discriminatory indices ranging from .243 to .703 (there are 10 items that drop so that leaving 30 items); for the hedonic lifestyle scale the reliability estimate was .912 and the item discriminatory indices ranged from .232 to .683 (there are 7 items that drop so that leaving 29 items); for consumptive behavior scale, the reliability estimate was .948 with item discriminatory indices ranging from .250 to .750 (there are 16 items that drop so that leaving 48 items). according to saifuddin (2021), the minimum threshold of reliability estimated to fulfill is .700 and thus the three instruments showed more than satisfactory reliability. analysis plan researchers employed two-step analysis in the present study, namely assumption test and hypothesis test. the assumption test encompasses the residual normality test (used one sample kolmogorov-smirnov, the result is considered normal if asymp. sig. more than .05), linearity test (the result is considered linear if deviation from linearity is more than .05), heteroscedasticity test (data does not occur heteroscedasticity if the data points spread above and below the number 0; the dots don't just collect on line 0 only; and the spread of unpatterned data points), and multicollinearity test (marked by the value of vif or variance inflation factor less than 10.00). meanwhile, the hypothesis test employed in the study was multiple regression analysis. analysis was done using the spss software. results and discussion results the categorization of each research variable can be seen in table 3. meanwhile, the residual normality test showed that the test statistic for qana’ah was 1.032 with an asymptotic significance of .237; for hedonic lifestyle, the test statistic was 1.015 with an asymptotic significance of .254; and for hedonic behavior the test statistic was .938 with the asymptotic significance of .343. the linearity test showed that consumptive behavior and qana’ah were linear (p = .053; p < .05). consumptive behavior and hedonic lifestyle were also found to be linear. based on the result of the multicollinearity test, the vif value of each independent variable was 1.097 (less than 10.00). thus, it can be concluded that independent variables are not multicollinear and fulfill the prerequisite of the classical assumption test. table 1. instruments scoring system and categories category qana'ah hedonic lifestyle consumptive behavior very high x > 126 x > 121,74 x > 201,6 high 102 < x ≤ 126 98,58 < x ≤ 121,74 163,2 < x ≤ 201,6 average 78 < x ≤ 102 75,42 < x ≤ 98,58 124,8 < x ≤ 163,2 low 54 < x ≤ 78 52,26 < x ≤ 75,42 86,4 < x ≤ 124,8 very low x ≤ 54 x ≤ 52,26 x ≤ 86,4 table 2. research participants based on the faculty faculty number of students minimum sample size obtained samples % ushuluddin and dakwah 2367 54 69 23.2 sharia 1883 43 49 16.6 islamic economics and business 3291 74 69 23.2 adab and languages 2076 47 55 18.5 tarbiyah science 2134 48 55 18.5 total 11751 266 297 100 muawaliyah, w., & saifuddin, a. 75 islamic guidance and counseling journal vol. 6, no. 1, pp. 70-82, 2023 table 3. categorization of participants score (n = 297) category qana’ah hedonic lifestyle consumptive behavior n n n % % % very high 218 73.4 2 0.7 0 0 high 74 24.9 7 2.4 1 0.3 average 5 1.7 140 47.1 22 7.4 low 0 0 114 38.4 137 46.1 very low 0 0 34 11.4 137 46.1 based on table 3, it is known that there are 218 people (73.4%) who have a very high level of qana'ah and 74 people (24.9%) have a high level of qana'ah. as for the rest, as many as 5 people (1.7%) had an average qana'ah level. it also can be seen that 2 people (0.7%) have a very high level of hedonic lifestyle; 7 people (2.4%) have a high level of hedonic lifestyle; and 140 (47.1%) have an average level of hedonic lifestyle. meanwhile, there were 114 people (38.4%) who had a low hedonic lifestyle and 34 people (11.4%) had a very low hedonic lifestyle. furthermore, it can be understood that 1 person (0.3%) has a high level of consumptive behavior; who have an average level of consumptive behavior as many as 22 people (7.4%); who have a low level of consumptive behavior as many as 137 people (46.1%); and those with a very low level of consumptive behavior were 137 people (46.1%). the scatterplot (figure 1) shows that the data are spread above and below 0, not only concentrated in the 0 lines. also, the scatter does not create a pattern. thus, the research data displayed homoscedasticity or does not show the sign of heteroscedasticity. figure 1. data scatterplot table 4. demographical information variables n sex male female age spendings in one month (idr) < 500.000 > 500.000 0 297 18-22 yo 274 23 tabel 5. mean, standard deviation, and variable intercorrelation variables m sd 1 2 3 1 consumptive behavior 90.58 22.946 1.000 -.447** .663** 2 qana’ah 131.92 12.530 1.000 -.297** 3 hedonic lifestyle 73.75 15.652 1.000 **. correlation is significant at the .01 level (2-tailed) consumptive behavior in female university students: qana’ah and hedonic lifestyle as predictors 76 islamic guidance and counseling journal vol. 6, no. 1, pp. 70-82, 2023 table 6. regression analysis to determine the impact of qana’ah and hedonic lifestyle to consumptive behavior variables b se β t p (constant) 94.119 12.563 7.492 .000 qana’ah -.503 .078 -.275 -6.415 .000 hedonic lifestyle .852 .063 .581 13.570 .000 table 4 shows that the entire study sample of 297 people were women. this is because women are more prone to experiencing a hedonic lifestyle and consumptive behavior. their ages range from 18 to 22 years. table 5 showed the mean score for consumptive behavior was 90.58 (sd = 22.946), the mean score for qana’ah was 131.92 (sd = 12.530) and the mean score for hedonic lifestyle was 73.75 (sd = 15.652). the correlation between qana’ah and consumptive behavior was found to be significant (r(x) = -.447, p < .01), indicating a moderate negative correlation between the two variables. similarly, the correlation between hedonic lifestyle and consumptive behavior was significant (r(x) = .663, p < .01), indicating a moderate positive correlation between the two variables. the correlation between qana’ah and hedonic lifestyle was found to be also significant (r(x) = -.297, p < .01), indicating a low negative correlation between the two variables. overall, this study suggests that there are moderate to low correlations between qana’ah, hedonic lifestyle, and consumptive behavior. the regression equation of the model was observed (f (2, 294) = 151.844, p < .000, r2 = .058) (see table 6). the model with its predictors explained 50.8% of the variance in consumptive behavior can be explained by the predictor variables. furthermore, table 7 showed that the standardized coefficients indicated that qana’ah (β = -.275, p = .000) and hedonic lifestyle (β = .581, p = .000). based on these results indicate that the higher the level of qana'ah, the lower the level of consumptive behavior, and vice versa. on the other hand, the higher the hedonic lifestyle, the higher the level of consumptive behavior, and vice versa. discussion based on data analysis, it can be concluded that qana’ah and a hedonic lifestyle are correlated with consumptive behavior. qana’ah is negatively correlated with consumptive behavior, meaning that the higher the qana’ah level in oneself, the lower the prevalence of exhibiting consumptive behavior. meanwhile, the hedonic lifestyle is found to be positively correlated with consumptive behavior. it means that when a person adopts a hedonic lifestyle, they are more likely to show consumptive behavior. past studies by rahmadani et al. (2018) and rahayuningsih (2016) have shown that qana’ah has a negative correlation with consumptive behavior; showing that a high level of qana’ah or high acceptance of god’s grace causes the individual to avoid consumptive behavior. qana’ah makes the person perceive what they have as sufficient. moreover, practicing qana’ah indicates that the person focuses on the feeling that their belongings match their needs instead of wants. it means that the person has good self-control (kahfi & rosiana, 2013). thus, they are not prone to exercise consumptive behavior. qana’ah is an attitude of accepting every god’s gift willingly and feeling satisfied with it (rahmadani et al., 2018). some aspects of qana’ah can reduce the consumptive attitude. an aspect called willingly accepting what is present affects an aspect of consumptive behavior; purchasing products to maintain self-presentation for prestige. implementing the willingness to accept what god has given to them is very important because, with that, the person will not feel envious of others’ belongings. therefore, they will be able to resist attitudes or thoughts to own expensive items to gain attention. a study by faturochman (2018) showed that willingness is negatively correlated with envy. muawaliyah, w., & saifuddin, a. 77 islamic guidance and counseling journal vol. 6, no. 1, pp. 70-82, 2023 a qana’ah aspect of praying to god for more blessing and working for it influences a consumptive behavior aspect, namely trying more than two similar products from different brands. an individual who prays to god to receive something deserving displays their understanding of needs, and not wants. in other words, the person has a high level of selfawareness. thus, this aspect can help regulate oneself from trying and purchasing various products at the same time. several studies have shown that the higher one’s self-awareness, the lower the prevalence to exhibit consumptive behavior (cloherty & jansson-boyd, 2014; sharma & trivedi, 2020). qana’ah also encompasses an aspect called accepting god's provision with patience (hamka, 2015). this aspect might have an influence on a consumptive behavior aspect, namely purchasing products to maintain a status symbol (sumartono, 2002). when a person accepts god's provision, a congruent self-concept would be formed. rogers (in feist, feist, & roberts, 2017) explained that a congruent self-concept is a state where an individual's perception aligns with their aspiration (ideal self). self-congruence leads to a low desire to purchase items to improve one's social status. another aspect of qana’ah is tawakal to allah (hamka, 2015). this aspect plays a role in an aspect of consumptive behavior; self-confidence due to using expensive products (sumartono, 2002). tawakal to allah means surrendering everything to allah. an individual who exercises tawakal will not care about others' perceptions of them. their self-confidence is due to god, instead of others. thus, this aspect can reduce the person’s propensity to purchase expensive products to improve self-confidence. the present study also found a positive correlation between a hedonic lifestyle and consumptive behavior. it means that the higher a person’s hedonic lifestyle, the higher their consumptive behavior would be. the reason is that a hedonic lifestyle is a lifestyle oriented to satisfaction and happiness which are expressed in various activities, such as purchasing products frequently or often called consumptive. this result is aligned with the results of previous studies (akdağ & demir, 2021; martínez-lópez et al., 2016; korry & suartini, 2019; subawa, widhiasthini, pika, & suryawati, 2020; anggraini & santhoso, 2017; patricia & handayani, 2014) about hedonic lifestyle increasing someone’s likelihood to show consumptive behavior. individual adopting a hedonic lifestyle tends to use their emotional desire rather than logical thoughts to fulfill their needs in life (assael, 2001). a hedonic lifestyle is reflected in three aspects; interest, activity, and opinion (wells & tigert, 1971). the interest aspect of a hedonic lifestyle affects three aspects of consumptive behavior; purchasing products because of the promise of rewards, purchasing products due to attractive packaging, and purchasing products due to conformity towards models advertising them. interest may arise towards an object, event, or topic emphasizing pleasure (e.g., fashion, food, luxury items, hotspots for hanging out, and being the center of attention). the activity aspect of a hedonic lifestyle (wells & tigert, 1971) plays a role in two aspects of consumptive behavior; purchasing products excessively and trying to purchase more than two similar products from different brands (sumartono, 2002). activity can be defined as the person’s way to use their time in the form of real and observable action to seek pleasure. when an individual seeks pleasure without being oriented to certain products and conducts positive activity instead, the person is less likely to spend time shopping. on the other hand, when an individual does not have other activities to spend their time on, they will be more likely to use their time for shopping and purchasing products they do not really need. the next aspect of a hedonic lifestyle is opinion (wells & tigert, 1971). this aspect influences two consumptive behavior aspects; purchasing products to maintain selfpresentation for prestige and consideration that buying an expensive product can increase selfconfidence (sumartono, 2002). opinion is someone’s thought and perception about anything in their life, including products. when a person thinks that purchasing expensive items can consumptive behavior in female university students: qana’ah and hedonic lifestyle as predictors 78 islamic guidance and counseling journal vol. 6, no. 1, pp. 70-82, 2023 increase their self-confidence, the person will be more inclined to purchase those items even though product quality does not solely depend on price. in the end, the expensive price tag is used to improve self-image or prestige. according to a study by okoe, boateng, quansah, & omane (2015), the price of a product can affect an individual's self-esteem and self-image. according to data presented in table 3, most participants showed a high level of qana’ah and a moderate level of hedonic lifestyle, thus leading to low consumptive behaviors among them. it shows that qana’ah can help an individual to regulate themself from behaving consumptively. qana’ah causes an individual to develop a realistic attitude towards their belongings. this realistic attitude increases self-control (kahfi & rosiana, 2013) and thus they are less prone to exercise consumptive behavior (boru, lerik, & keraf, 2021; chita, david, & pali, 2015; lubis, abdillah, & lubis, 2020). additionally, the moderate level of hedonic lifestyle may also affect the low consumptive behavior of female students participating in this study. the combined contribution of qana’ah and hedonic lifestyle is 50.8%, meaning that both independent variables have a significant role in the prevalence of consumptive behavior. this study also showed that there are other factors outside of the regression model that influences consumptive behavior (49.2%). lina & rosyid (1997) stated that external factors that may affect consumptive behavior are culture, social class, reference group, and family. previous studies have shown that culture has a role in causing a person to adopt consumptive behavior (bahhouth, ziemnowicz, & zgheib, 2012; kacen & lee. 2002; mawo, thomas, & sunarto, 2017). when a person lives in an environment that adheres to a modern lifestyle, then the likelihood to show consumptive behavior will be high. this study found that although female students of uin raden mas said surakarta live in an era that considers hanging out and purchasing renowned products as something normal and showcasing one’s social status, they showed a low prevalence of consumptive behavior. this condition is influenced by their economic background as well as their parents' and relatives’ attitude. when parents teach their kids about the value of modest life, the chance of developing consumptive behavior in the future will be lower. additionally, the economic situation also causes a person to not adopt consumptive behavior because the behavior requires plenty of financial resources. thus, the influence from the environment or peers is less significant, although according to lubis et al. (2020), conformity to peers affects someone’s consumptive behavior. research implication this study proves that hedonic behavior has a positive effect on the emergence of consumptive behavior. on the other hand, this study also proves that qana'ah is negatively correlated with consumptive behavior. thus, qana'ah can be a solution to control consumptive behavior. when someone feels satisfied with something they have, they will be able to reduce the urge to buy things that are not needed. in addition, qana'ah as a solution can also be realized in the form of making qana'ah therapy to overcome problems, one of which is consumptive behavior and hedonic lifestyle. limitations and suggestions for further research the limitation of this research is that this research is only aimed at under graduate students. thus, future researchers are expected to be able to expand the characteristics of the research sample and not only be aimed at under graduate students. recommendations proposed based on the study results are as follows: first, students are expected to control their emotional desire before making a decision to shop, which is to think of shopping to fulfill needs instead of wants. in addition, students are expected to shop only when they need to. second, future researchers are expected to use this study as a reference to design new studies, such as the development of qana’ah therapy to reduce consumptive behavior. muawaliyah, w., & saifuddin, a. 79 islamic guidance and counseling journal vol. 6, no. 1, pp. 70-82, 2023 conclusions based on data analysis and discussion of this study, it can be concluded that qana’ah and hedonic lifestyle are significantly correlated with consumptive behavior in female students of uin raden mas said surakarta with a contribution of 50.8%. the remaining 49.2% is influenced by other factors not discussed in the present study, such as culture, social status, reference group, and family. acknowledgment the authors would like to thank the research sample, both those involved in testing the measurement instruments and collecting data. the authors also thanks to the validators or raters who are willing to validate the three measurement instruments used in this study. author contribution statement wm and as conceptualized the research design. wm performed data collection. wm and as analyzed the research data. as wrote the initial draft and then edited the draft after going through the review process. references acker, v. v. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1016/j.sbspro.2014.04.046 https://doi.org/10.5539/gjhs.v4n2p26 https://doi.org/10.1037/a0021769 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=wells%2c+w.+d.%2c+%26+tigert%2c+d.+j.+%281971%29.+activities%2c+interests+and+opinions.+journal+of+advertising+research%2c+11%284%29%2c+27%e2%80%9335.&btng= https://doi.org/10.52121/ijessm.v1i1.1 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=zaman%2c+r.%2c+hankir%2c+a.%2c+%26+jemni%2c+m.+%282019%29.+lifestyle+factors+and+mental+health.+psychiatria+danubina%2c+31%28suppl+3%29%2c+217%e2%80%93220.&btng= https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=zaroh%2c+s.+%282014%29.+penerapan+konseling+behavioral+dalam+mengurangi+kecenderungan+perilaku+konsumtif+siswa+kelas+x+akutansi+4+smk+dr.+soetomo+surabaya.+jurnal+bk+unesa%2c+4%283%29%2c+444%e2%80%93454.&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: kultsum, u., zada, k., defianty, m., & roup, m. (2022). muslim women leadership: the catalytic style in developing school members’ psychological well-being amidst global pandemic. islamic guidance and counseling journal, 5(2). https://doi.org/10.25217/igcj.v5i2.2711 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung women school leadership: the catalytic style in developing guidance and school members' wellbeing in facing global pandemic ummi kultsum*, khamami zada, maya defianty, mumin roup universitas islam negeri syarif hidayatullah jakarta, indonesia ummikultsum@uinjkt.ac.id* article information: received april 14, 2022 revised september 27, 2022 accepted october 2, 2022 keywords: women principal leadership; catalytic leadership; islamic schools; well-being; global pandemic abstract this article investigates how women principals practise their leadership to address the global pandemic challenges encountered by the islamic-based junior high schools or madrasah tsanawiyah (mts). the study examines the key behaviours and practices school leaders implement to address the global pandemic challenges. some challenges in the global pandemic, including learning management, developing an online curriculum, school facilities, and teacher performance, were indicated to hinder the learning effectiveness in mts. the madrasah principals, the top-level leaders in the institutions, play a critical role in addressing these issues. this research utilized a multiple case study approach and collected qualitative data from six mts in bogor, tangerang and bekasi. an in-depth interview with 18 participants was conducted to investigate principal leadership practices. the findings revealed that principals displayed a catalytic leadership approach through an agent of change where school members and stakeholders are invited to change the curriculum system and performance to respond to the challenges in the global pandemic. the results of this study also indicate that most female principals prioritize the well-being of teachers and students in facing learning challenges in the pandemic era. introduction in the indonesian context, the participation of women leaders is still low in many public sectors, including education (dzuhayatin & edwards, 2010). according to dzuhayatin and edwards (2010), women principals lacked participation in the leading process of madrasah. this may cause by a lack of days in the educational activities. cahyati et al. (2021) echoed that women in indonesia still face challenges to gaining leadership positions and growing acknowledgement of gender equality in an institution. however, tjilen (2019) argued that women's leadership style in the field of education can realize effective leadership because women have the advantage of playing and creating organizational effectiveness. women's leadership builds consensus and good relationship through communication; involvement has transformed leadership and is a better negotiator than men. a woman as a leader in the field of education is possible to create an educational institution that excels because work related to education and attention and affection for children and adolescents is a tendency of women in general (tjilen, 2019). the covid-19 outbreak was dramatically rising around the world in 2020. the outbreak influenced policy and practice change in many sectors, including religion, economy, social, and education (daniel, 2020). somehow, religious activities tend to change regarding the pandemic situation. the indonesian ulama council recommend the limitation of many https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v5i2.2711 https://orcid.org/0000-0002-5642-5118 https://orcid.org/0000-0002-1799-9979 https://orcid.org/0000-0003-0330-1661 https://orcid.org/0000-0003-3663-4075 mailto:ummikultsum@uinjkt.ac.id women school leadership: the catalytic style in developing guidance and school members' well-being in facing global pandemic 120 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 required and sunnah (optional) religious activities, such as friday, 'īd al-fitr, or 'īd al-aḍḥā prayers, are not performed in the crowd (jamā‘at) as normally (sholeh, 2020; sofwan jauhari & ghoni, 2020). in the education system, the learning system changes rapidly to adjust to the current conditions and keep students learning (kultsum, 2021). pembelajaran jarak jauh (pjj/distance learning), also known as online learning, was the only choice of every school and madrasah in transforming lessons for students. the development of the internet and technology made pjj much easier to support learning activities. therefore, teachers and students need technology and internet access to carry out these activities. however, challenges are found where not all schools, teachers, and students can facilitate online learning. this situation becomes a distinctive challenge for school leaders due to adjusting the problem and maintaining the schools' quality of teaching and learning. the first challenge might relate to the school curriculum, where online learning could influence the target lesson. the second challenge may relate to school facilitation, which forces school management and teachers to upgrade their teaching strategy from offline to online (kultsum, 2021). practical leadership skills will enable the identification and implementation of solutions to address teaching and learning challenges in the global pandemic in mts. for instance, a principal could explore new learning models and share and discuss this with general information about the covid-19 outbreak (remuzzi & remuzzi, 2020). key characteristics of women leadership in school in the indonesian context most of the research on women in leadership has been conducted in developed countries, and there is a need for more research in developing countries (maheshwari & nayak, 2022; oplatka, 2006). indonesia is a developing country in south east asia. the insights from this study can benefit scholars from developing and developed countries in offering a perspective on current female leadership in a specific cultural context (c & a, 2005; wijaya mulya & sakhiyya, 2021), especially in handling the global pandemic in madrasahs. issues specific to developing countries that have not been discovered in developed country studies can help inform better policymaking and laws on gender equality (triana & karmilah, 2019). in addition, successful stories of female academic leaders in indonesia can provide motivation and role models for other aspiring women in developing countries. in those research, generally, there is no significant gender difference in terms of leader in an organization (tjilen, 2019). however, it is more associated with the leadership style that tends to each leader's personality characteristics. therefore, women have an opportunity to be a leader in most organizations, including education services. the cultural construct of indonesia influences the idea that different gender affects the perception of leadership. the leadership style is the different outcomes that affect the performance of an organization, so gender leadership style influences the organization (madden, 2011; patel & buiting, 2019). according to dhaniarti & harmanto (2018), women's leadership characteristics include 1) emotional, 2) cooperative, 3) intuitive, 4) tactful, 5) emphatic, and 6) submissive. likewise, men's leadership characteristics are as follows; 1) aggression, 2) independence, 3) objective, 4) analytical thought, 5) confidence and 6) assertiveness. therefore, tjilen (2019) argued women's leadership are divided categories; feminism-masculine leadership and transactional and transformational leadership. the feminine-masculine category was applied based on gender identity and character. each leader may combine the two categories without identifying the gender identity of the leader. some education studies on transformational leadership indicate that it is effective for school management and organizational culture. leithwood & jantzi (2013) examined the kultsum, u., zada, k., defianty, m., & roup, m. 121 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 impact of transformational leadership on organizational conditions and student engagement. the quantitative study with school principals and students made at least two interpretations. first, the study found that transformational leadership practice positively affected organizational conditions. the practice widened the potential for a leader to develop the variation concept of leading the organization. second, transformational leadership had less impact on student engagement. leithwood & jantzi (2013) concluded that transformational leadership practice was significant in organizational conditions but not student engagement. they believed that family educational culture was a more substantial influence than education in school. allen et al. (2015) found that transformational leadership significantly influences the school climate. the five transformational leadership factors were examined: idealized attributes, idealized behaviour, inspirational motivation, intellectual stimulation, and individualized consideration. these factors significantly contribute to creating an effective school climate, which leads to the learning success of students. catalytic leadership catalytic leadership was introduced by luke & luke (1997). they stressed four tasks of leaders in addressing the problems: (1) focusing on and paying attention to the specific problem so that it can be adequately solved; (2) selecting capable people who have an interest in dealing with the problem; (3) creating strategies and options to address the issue; and (4) applying and maintaining the strategies through appropriate interaction and interconnection with members of the institution, and through sharing and giving feedback to each other. for instance, a study based on a needs analysis conducted by morse et al. (2010) indicated that catalytic leadership was appropriate in developing extension education in iowa. in this case, the issue was how extension educators adopt and adapt a catalytic leadership practice to communicate with staff in an institution involved in developing extension education. all four of luke & luke’s (1997) approaches were adopted in the research. firstly, the extension program administration discussed the importance of catalytic leadership roles for leaders to develop communication with their staff. secondly, the state organization reviewed and rewrote the job description for the program leader to encourage the notion of leadership. in other words, the organization encouraged hiring staff with the skills needed for catalytic leadership. thirdly, training was provided to develop the catalytic leadership skills of the staff. fourthly, the program was maintained by providing an incentive for staff to participate in community initiatives that use catalytic leadership. catalytic leadership derives leaders as change agents. a predominant role of catalytic leaders is to develop stakeholder capacity to identify and solve problems and build trust to enable stakeholders to work collaboratively to reach their goals (clark, 2012; luke & luke, 1997; williams & sullivan, 2011). further, some scholars define catalytic leadership as collaborative leadership in educational leadership (ansell & gash, 2018; hallinger & heck, 2014; jawas, 2014). ansell & gash (2018) note that a catalytic leader is a leader who identifies value-creating opportunities and mobilizes stakeholders for effective and productive collaboration. the catalytic role builds opportunity through negotiation and mediation to pursue more significant accomplishments. some scholars define catalytic leadership as part of collaborative leadership in educational leadership (ansell & gash, 2018; hallinger & heck, 2014; jawas, 2014). ansell & gash (2018) note that a catalytic leader is a leader who identifies value-creating opportunities and mobilizes stakeholders for effective and productive collaboration. the catalytic role tends to build opportunity through negotiation and mediation to pursue more significant accomplishments in the school leadership context, hallinger & heck (2014) and jawas (2014) describe the leader as a change agent for school improvement and educational reform to develop women school leadership: the catalytic style in developing guidance and school members' well-being in facing global pandemic 122 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 student learning achievement. jawas (2014) identifies the school principal as a link in developing the work quality of individuals, teams, and organizations. however, hallinger & heck (2014) indicate the contribution of leadership as an agent in producing school improvements depends on the nature of the leadership and its impact and the historical and current condition of the school. the leader's contribution involves academic structures, school norms, and ongoing organizational processes such as participating in decision-making. in the indonesian school context, being a change agent is supposed to be the desire of a school principal when developing a school (juharyanto, 2017). other characteristics are essential for principals to adopt, such as cultural awareness, communication skills, and creativity. a leader should reflect cultural awareness when making policies in a school. the policy is made according to the culture of the members and the organization. creativity is important for principals who act as change agent leaders. creative leaders will always have the ability to invest and dare to take risks in solving organizational challenges (juharyanto, 2017). such a leader must display creativity and innovation in leading the school to meet its goals. in the process of capacity building, the school principal draws on the efforts of the members, including teachers and staff, as well as invites stakeholders to be partners in the school's development. to facilitate this action, entrepreneurship skills are necessary for the leader to be able to gain and maintain the trust of stakeholders so that they might continue to provide support for the institution's development (morse, 2010). to sum up, catalytic leadership tends to be the development framework for addressing problems. leaders invite appropriate group members to work on dealing with the issue, creating multiple strategies and options for action, implementing the strategy and maintaining the working group. however, the studies above present a limited understanding of school principals developing a process to address school issues, create policy and action, and implement excellent communication among school members. therefore, it is necessary to examine how leaders, especially women leaders, take a role as a change agents in the mts context and how their management creativity can achieve the organization's purpose. there is also a need to investigate the mts leaders' understanding of cultures, values, and norms to connect the members of the group or society in addressing the challenges of the madrasahs. the investigation is necessary to see how women leaders' efforts to improve their communication approaches relate to teachers, staff, and stakeholders. rational of current study in the indonesian context, the participation of women leaders is still low in many public sectors, including education (dzuhayatin & edwards, 2010). according to dzuhayatin & edwards (2010), women principals were noted to lack participation in the leading process in the madrasah. this may cause by a lack of days in the educational activities. cahyati et al. (2021) echoed that women in indonesia still face challenges to gaining leadership positions and growing acknowledgement of gender equality in an institution. however, tjilen (2019) argue that women's leadership style in the field of education can realize effective leadership because women have the advantage of playing and creating organizational effectiveness. objectives the current study focuses on indonesian principals' leadership practices in mts to address global pandemic challenges and enhance school performance during online learning. major findings reveal catalytic leadership where women leadership in mts is the agent of change in some sectors, including curriculum, madrasah facilitation, and students' well-being. this paper aims to provide an in-depth analysis of indonesian women principals' catalytic leadership in mts from the perspectives of principals and teachers. kultsum, u., zada, k., defianty, m., & roup, m. 123 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 methods data collection in this research, a qualitative method with a multiple case study approach will be used in the study. baxter & jack (2015) stated that multiple case studies arise to understand the cases' similarities and differences. the multiple case study can be considered other than predicting similar results (a literal replication) or constructing results for predictable reasons (a theoretical repetition). therefore, evidence is more substantial and reliable in a multiplecase study approach than in a single-case study. thus, the researcher will have more scope to clarify the research findings (gustafsson, 2017). this research utilized a multiple case study approach and collected qualitative data from six indonesian mts (public and private) in bogor, tangerang, and bekasi (botabek). in-depth interviews were conducted to investigate the women principals' leadership in facing teaching and learning challenges during the global pandemic. research setting and participants purposive sampling strategies were utilized in this study. table 1 shows the criteria for selecting the six mts, including public/private madrasahs. table 1. demographical information of mts region madrasah category accreditation bogor sbg1 a pbg2 a tangerang stg3 a ptg4 a bekasi sbk5 a pbk6 a note: sbg1=state mts in bogor; pbg2=private mts in bogor; stg3=state mts in tangerang; ptg4=private mts in tangerang; sbk5=state mts in bekasi; pbk6=private mts in bekasi. the women principal, deputy, and teacher from each school were invited to participate in this study. the participants comprised six women principals, six deputy principals covering student deputies, and six teachers. so, there are 18 participants in total. the researchers interviewed the participants to record their perception of women's leadership practice, school management, and teacher performance in mts during the pandemic. the data were collected within two months. the first was spent in two madrasahs in bogor and tangerang, and another month in a madrasah in bekasi. the communication and discussion about the purpose of the research, time of school and classroom observation, and interviews with all participants were organized before the fieldwork. a pilot study was conducted to measure the validity and reliability of interview questions. the researchers did some revisions if necessary. in the next step, researchers obtained the agreement of each madrasah before starting the observations and interviews. there were two ways of connecting with the institutions. first, the researchers formally communicated with the institution by sending an information sheet, interview guide and consent form. second, the research team personally contacted the principals or teachers and formally approached the institution once the participant agreed to be interviewed. after the participants agreed, the researcher and participants discussed the schedule. the researchers visited and met each of the participants in each madrasah. they spent two days in one case study school. women school leadership: the catalytic style in developing guidance and school members' well-being in facing global pandemic 124 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 data coding and analysis to analyze the data, the researchers applied thematic analysis to identify two research focuses: women's leadership competencies and leadership styles at mts during the pandemic. the researcher must identify and cluster the dataset based on the key categories (attridestirling, 2001). more specifically, the researcher will determine and analyze the themes in the dataset to answer the research questions. all interviews were conducted in indonesian, and the recorded interviews were transcribed verbatim (creswel, 2014). we used a colouring-code strategy to categorize the data based on research themes, and this process was inspired by. in a slight deviation from stuckey's (2015) method, which used coloured markers to highlight the data coding, we used computer texts highlighting features and saved the data in a computer file. results and discussions results madrasah challenges during the covid-19 pandemic based on the interview, some mts met some problems in the teaching and learning process of applied distance learning. mts face three issues in botabek. the following figures describe the three challenges of mts in applying online learning during the covid-19 pandemic. table 2. madrasah challenges in applying online learning during the pandemic challenges schools infrastructure pbk6 ptg4 pbg2 digital literacy sbg1 pbg2 stg3 ptg4 sbk5 pbk6 catalytic leadership sbg1 pbg2 ptg4 sbk5 pbk6 note: sbg1=state mts in bogor; pbg2=private mts in bogor; stg3=state mts in tangerang; ptg4=private mts in tangerang; sbk5=state mts in bekasi; pbk6=private mts in bekasi. the table describes three challenges in applying online learning during the pandemic in mts in botabek, including infrastructure and digital literacy. the following discussion will discuss the issues in detail. infrastructure obtaining online learning during the covid-19 pandemic is one way to deliver online learning. however, not all schools and madrasahs have a support system to applicate the learning. in this current study, most mts, such as pbk6, ptg4, and pbg2, complained that they did not have enough facilitation to support online learning. at least three elements concerned the school accommodating online education, including budgeting, disadvantaged family, and geographies. kultsum, u., zada, k., defianty, m., & roup, m. 125 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 the first element is financial. according to the principal of pbk6 school, the budget is never met to upgrade internet wi-fi, which is the most significant facilitation of online learning. we do not prepare any budget to support teachers on online learning. we do not have enough funding. therefore, we cannot upgrade the internet wi-fi to facilitate teachers delivering online lessons at school. p-pbk6 for ptg4 principal, online learning is another challenge for the school to accommodate teachers and students in learning. according to her, the school needs to expense extra finance to facilitate teachers' teaching. the school principal tried to manage the budget to install the internet so that teachers who could not afford mobile data could still teach at school. however, the budget is still far smaller to cover the teachers' need to use the internet. i have installed the internet with 20mbps so that teacher can teach here (at the madrasah). however, the signal does not look quite strong when most teachers use it. p-ptg4. according to a teacher in pbg2, financial support is necessary to facilitate teachers and staff in buying mobile data. most teachers in pbg2 preferred to teach from home. therefore, they need schools to add more expenses to purchase mobile data. since we teach students from home, the school does not provide transportation money. we still need to buy mobile data to maintain the teaching process with students. we cannot upload and download materials through chat applications when the data is insufficient. tpbg2. from the statements above, it can be concluded that some madrasahs did not have a sufficient budget to support online learning. educational policy has been decentralized since 2001 (muhajir, 2016). this has deprived madrasahs of the authority of managing their schools. the positive impact of this policy is madrasahs can instigate change to improve their institutions based on the local cultural needs. however, this autonomy might challenge madrasahs to boost their quality to compete with other madrasahs or mainstream schools. in this current study, online learning forces madrasahs to re-manage their budgeting plan to fulfil the digital-based learning facilitation. they need to dig, allocate, prioritize, manage and take responsibility for their empowerment (mulyasa, 2006). consequently, the decentralization system influences the school's financial management during this pandemic. a school with well-managed and good sources of finance will face the little challenge of administering the institution's budget. however, schools with a small budget and low income may struggle to manage their financial problems. although the central government has allocated funding to support both public and private madrasahs, some schools relocate the funding for teachers' salaries and pay monthly bills like electricity and water bills. the second element is the disadvantaged family, which became a significant challenge for most mts in this current study. as mentioned before, this study was conducted in three settings: bogor, tangerang, and bekasi (botabek). the settings are categorized as suburban areas near the capital city of jakarta. botabek is a corridor connection for the capital city, jakarta. however, the cities have different statuses. tangerang and bogor are designated women school leadership: the catalytic style in developing guidance and school members' well-being in facing global pandemic 126 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 second metropolitan cities after jakarta. some prestigious businesses, such as mega-mall and luxury residences, are built in the city (spreitzhofer, 2005). it influences many factors of living styles, including education and culture. most of the citizens in tangerang enjoy good living facilities, education, and information access (winarso, 2006). consequently, it creates a more civilized local community (spreitzhofer, 2005; winarso, 2006). online learning needs highly digital facilitation in order to support its process. however, this becomes a problem when some teachers and students cannot afford digital tools such as cell phones, tablets, computers, or laptops. the study found some mts filled by many disadvantaged students. many students come from low economic and social conditions where they can only afford to earn daily needs. as a result, some parents face difficulties buying mobile data for their children. this mainly happened in mts in bekasi. the study found that most parents work as farmers and factory workers. sbk5 deputy student affairs principal states parents provide cell phones for their children. still, some of the devices were not compatible with zoom meetings or downloading materials from the teachers. moreover, they only can afford to buy limited data, so they cannot upload or download the task from the teachers. most of the students have cell phones. however, it is hard for them (students) to access the learning materials since they have fewer updated mobile phones or lack mobile data. dp-sbk5 in the case of pbk6, most parents work in factories requiring them to bring mobile phones as a communication medium. therefore, when parents go to work, their kids will not have learning devices. a teacher mentioned that most students did not join when they started online learning through the whatsapp group. the teacher then found that the parents had the phones to leave the children at home without any devices. i called some students to ask why they did not join my meeting. but then, i got only their parents, who answered and told me they had brought the phone to the factory. then we end up only giving some tasks to those students t-pbk6 this is echoed by research conducted by putri et al. (2020). their study found that a lack of digital support prevents students' learning process activity. in fact, the limited mobile data hindered learners from following the learning update from the teacher. further, the lack of mobile data also decreases communication and interaction among teachers, students, and parents due to controlling students' learning progress (putri et al., 2020). another case in the mts ptg4 and sbg1 found that some students have siblings that need to share their mobile phones in online learning. the deputy principal mentioned that some students had limited time to learn since they had shared their devices with their siblings. we accept some sibling students in this school. since online learning, they seem to struggle to get enough access to use due to sharing their devices during learning. dp-ptg4 …some students with a brother or sister need more time to submit their tasks because they need to take turns using the device with their siblings. t-sbg1 kultsum, u., zada, k., defianty, m., & roup, m. 127 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 this limitation, such as the lack of mobile data and sharing devices, results from less income from most students' families. a study found that 54.4% of participants stated that online learning significantly increases family expenses, especially for internet and mobile data costs (lase et al., 2021). therefore, this problem needs to be solved to support online learning. some school budgets provided by the government, like biaya opersional sekolah (bos) might be allocated to help parents and teachers buy internet data. geographical condition is the third element that hindered students and teachers from accessing the internet to deliver digital-based learning and teaching in mts. in this current study, pbg2 and ptg4 complained that students and teachers face difficulty accessing the internet because of the condition of their area. a teacher in pbg2 stressed that although she had enough data, the network used to be in trouble, which slowed her interaction with the students. …i realize that the internet network in our area often experiences problems. even though we have sufficient mobile data, sometimes we find it difficult to access the internet when we give students lessons. t-pbg2 this is in line with a study in india that geographical conditions have become one of the online learning process problems. the study mentioned that the geographical scope is limited to the national capital region of delhi, which has better smartphone penetration and internet access than other states in india. regarding this current study, the area that can access the internet is not evenly distributed. even though it is in an urban area, the network conditions are still limited. another thing that affects the internet network's limitations is the area's extreme climate. these two things can affect the smooth process of internet penetration in online learning. digital literacy the interaction of technology is not a new thing in indonesian society. the study noted that the penetration of technology use occurs mainly among students and young people. however, the use of new technology is limited to entertainment needs (nugraha et al., 2021). thus, not all people are accustomed to using digital platforms in learning and teaching. this limitation is also a challenge for teachers and students undergoing the distance learning process. online learning facilities should greatly assist learning and teaching in this pandemic era. but unfortunately, some teachers, students, and parents, especially in remote areas, still have difficulty operating these learning facilities. this current study found that digital literacy is one of the challenges in the online learning process. the results of interviews with school principals found that many teachers still are not ready and trained to use technology tools in teaching. it's no secret, and we have to admit that many of our teachers, especially seniors, are not ready for online learning. in fact, i found that many of them still have difficulty operating zoom meetings or group calls when they want to teach. p-sbk5 the pbg2 schools also face the same challenges where some teachers still have difficulty designing lessons and operating online learning materials such as uploading and downloading materials. women school leadership: the catalytic style in developing guidance and school members' well-being in facing global pandemic 128 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 although the numbers are not many, we still find some teachers who need help operating a laptop to design digital-based learning. dppbg2 however, this study also found that many mts teachers were already fluent in operating technology in online teaching. they even understood the it-based curriculum a long time before the pandemic hit. the lack of adequate facilities and funds hinders them from carrying out the distance learning process. as a result, this prevents the smooth operation of online learning. based on the interview with sbg1 and stg3 teachers, it was found that they understood the it-based curriculum very well. however, they have difficulties applying technology because of the lack of school facilities. for your information (researchers), we have conducted many training and discussions related to the it-based curriculum. however, we are still very limited in its application because we have not met the needs of a language lab. after all, i teach english or other digital equipment to support the program. t-sbg1 several teachers at ptg3 experienced the same problem. those who have received training in the use of it have had to face the fact that their school does not yet have adequate technological facilities. …we don't have projectors in every school yet. the school has only one, and we have to take turns using it. not to mention the limitations of our device such as computers or laptops, this, of course, limits us, the teachers, from teaching students using technology. this is in line with a study that mentioned teachers and students use face-to-face teaching and learning. it limits them from developing their digital literacy and, in the end, becomes a barrier in the online learning process. some teachers can still not design online learning materials to build student achievement. the lack of interaction between the two makes it difficult for teachers and students to achieve learning targets. thus, schools and the government's roles are very significant in providing training that can encourage the advancement of digital knowledge of teachers because students are still very dependent on teacher guidance in learning (syaharuddin et al., 2021). parents and students also experience limited digital literacy. the pandemic hit changed the online learning system, providing challenges for students and parents in operating technology for learning. this study found that some teachers mentioned that students and parents face difficulties utilizing technology and engaging the online interaction with the teachers. for instance, in the case of sbg1, some students were found never to join the zoom meeting and submit their tasks in the google form. some teachers and principals investigated and found that both parents and students did not know how to operate such a meeting and upload the task online. as a result, the madrasah has given them the right to come to school to learn and submit their assignment. ...after we investigated, it turned out that parents and students did not understand how to operate zoom meetings and google forms. the following week we asked students to come to school and give a brief training on how to operate online learning, and at that time, we allowed them to submit their assignments manually (offline). p-sbg1 kultsum, u., zada, k., defianty, m., & roup, m. 129 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 in conclusion, the findings of this study indicate that the lack of digital literacy for teachers and students is still a challenge in implementing online learning. the internal and external factors also affect the technology utility process in learning. discussions catalytic leadership in focusing members' well-being and guidance it is stated that core self-evaluation (cse) plays an important role in mindfulness, where people develop others' well-being (saleem et al., 2022). further, some scholars agree that cse covers different aspects of well-being, including life fulfilment, happiness, psychological healthiness, and emotional appearance (özer et al., 2016; yan et al., 2013). in this study, the catalytic type of leader is seen as an agent of change. the head of mts intends to bring the madrasahs he leads to meet educational needs. changes in the education system resulting from the pandemic "force" school principals to think creatively. one of them is to provide opportunities for educators to develop their knowledge of making technologybased curricula. regarding financial management, the women's catalytic model focused on transparency. transparency was the most crucial aspect of financial management. emerging and developed madrasahs realized that openness in managing finances was a mandate given by the state, foundation, and parents. for these schools, the funds they had received as rights were paired with obligations that must be accounted for. madrasah leaders and members were directly involved in controlling these funds' expenditures to avoid fraud inside the school. according to the principal of sbg1, financial transparency acted to prevent any misunderstandings that could appear among members of the school: if the financial statements come from the head of administration and financial affairs, he must provide a signature proof that he knows it. i will not sign it before him. transparency is essential to avoid misunderstandings between us (leaders and subordinates). i told all members must know and be aware of the financial activities at school. p-sbg1 the transparency of the financial system implemented at pbg2 avoided potential problems between foundations, principals, and madrasah staff: our finances have no problem because the financial system has been arranged in such a way. the foundation, the head of the madrasa, and the staff are open to each other regarding using these funds. p-pbg2 the sbk5 principal believed that transparency in an organization would develop the stability of school finances: the development of a school, like an infrastructure, facilities, and teacher performance, comes from stable institutional finance. this is what will determine the development of the school's performance. let me tell you a story: they found it challenging to find our mistakes (budget fraud) …there should not be any rupiah that may disappear. this is the mandate of the country! therefore, i always emphasize to my subordinates the matter of transparency because this is very important. p-sbk5 women school leadership: the catalytic style in developing guidance and school members' well-being in facing global pandemic 130 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 this research project also suggests catalytic women leadership represents a leader functioning as an intermediary and buffer in the indonesian context. as an intermediary, the principal acts as a link between teachers and stakeholders to reach an agreement. in this case, the school principal functioned as a mediator or a communication bridge between the members to achieve the school's goals. a principal acting as a buffer was another leader's function in mts in indonesia. this meant that a principal was a barrier by moderating any comments and opinions produced by two parties (such as teachers and the schools' foundation) when in conflict. besides having the four catalytic leadership abilities described by luke & luke (1997), the principals in indonesia also acted as mediators and buffers. these features are further discussed below. challenging leadership was found in two madrasahs, ptg4 and pbk6. some factors influenced this phenomenon. the low visibility of the principal in ptg4 created weak communication and coordination between the school principal, deputy principals, and teachers. the school's foundation's deep intervention curtailed the madrasah principal's performance in pbk6. however, these principals were still willing to perform their roles in leading the madrasahs. an analysis of the leadership performance of the two principals found that they demonstrated a catalytic leadership approach. this study's findings revealed that the principals of ptg4 and sbk6 made efforts to create opportunities to share the school's vision and achieve its values by inviting stakeholders such as teachers, foundations, parents, and the government to participate in the madrasah's development. catalytic leadership was also evident in sbk6, an mts in bekasi. based on interviews and observations, the researchers found that the principal and deputy principals took a mediatory role and sought to change the current situation in the madrasah. for example, the school principal noticed a gap between madrasah members and the foundation, which created miscommunication and misunderstanding. in dealing with this situation, he preferred to take the role of mediator and buffer to mediate the needs of the two parties. he stated that being a catalyst for both parties was the best choice as he could see any problem objectively, making it easy for the school principal to find a solution. a neutral position also demonstrated that the school principal did not receive partial to one party or another. this would make it easier for the school principal to determine an appropriate solution. he realized that any decision should meet the needs of the two parties: i admit that the foundation cannot realize some of the aspirations of teachers, and it indeed creates a gap between them. for example, some teachers request the foundation to increase their salary and require transparency from the foundation. to bring out this issue, i acted as a mediator among them, tried to be neutral, and did not take sides with each other. i listened to their aspirations and conveyed them to the foundation. i also tried interpreting what the teachers needed so that the foundation understood their conditions. i know that not all aspirations can be realized immediately. hence, i also tried to persuade teachers to understand the current situation. p-pbk6 finally, although some challenges women leaders face in mts in developing school infrastructure during the global pandemics still have the effort to lead the madrasah to a better chance. as for the method of bringing about change, they have chosen to invite external parties and stakeholders to work hand in hand to support the change. internal conflicts are resolved in a familial way with a mediator's approach, which is a unique way for a 'mother' to reconcile her children. although communication with male staff has not been optimal, choosing an alternative to the deputy principal as a communication bridge is a way kultsum, u., zada, k., defianty, m., & roup, m. 131 islamic guidance and counseling journal vol. 5, no. 2, pp. 119-134, 2022 researchers consider appropriate to overcome interaction barriers among teachers and principals. implications this indicated that the findings of this research project have several theoretical implications related to new insights into women's leadership in islamic-based schools in indonesia. firstly, leaders as mediators and buffers are original insight into catalytic leadership. as change agents, leaders do not only need to become creative, good entrepreneurs, collaborators, and developers of strategies to address issues (luke & luke, 1997; morse, 2010; rebore sr & walmsley, 2008), but they must also become mediators and buffers (kuttner, 2011; williams & sullivan, 2011) to overcome internal and external challenges. leaders are required to be conflict specialists who are able to take a central role in the process of overcoming disputes among followers. limitations and suggestions the current study may still have limitations regarding how women principals provide service and connection among school members. it was found that women leaders used third parties to communicate with their subordinates. the upcoming research may be necessary into how women leaders develop confidence and communicate effectively with different gender members. another study may focus on leaders providing service. at this stage, the study may focus on how leaders create and manage an optimal service to school members to maintain teachers' performance, like performance on utilizing technology for online learning. the focus of this research was limited to a qualitative exploratory study utilizing interviews on woman's leadership practice during a pandemic in madrasah tsnawiyah. there are likely to be discrepancies between self-reports and actual behaviors and practices. further research that focuses on an ethnographic approach is essential in order to support more indepth exploration into the insights of women's principal leadership in guiding their members after the pandemic. a mixed-method approach that utilizes a survey and interviews might accommodate collecting more significant data. the findings of such research would extend a greater understanding of the impact of indigenous leadership in indonesia. conclusion the covid-19 outbreak has significantly affected many elements, including education. the restriction of interaction and the prohibition of direct interaction changed the face-to-face education system into a distance learning system (pjj). this new system requires all parties, especially education providers or teachers, to switch to designing digital-based learning. this is undoubtedly a challenge for some teachers, especially those who still face technological, financial, and literacy technology facilities limitations. the same thing happened among students. not all students are lucky to have access to technology and internet facilities in the online learning process. this eventually becomes an obstacle and requires special efforts to overcome it. parents who are substitute teachers guiding their children to online school also face problems. they are not used to dealing with learning problems their children face. even some parents do not have a background in technology knowledge, so children who still need direct guidance are hampered in mastering the learning material acknowledgment this study was supported by research and publication center (puslitpen), universitas islam negeri syarif hidayatullah, jakarta. the content of this research is free from any intervention of any party that supports this project. women school leadership: the catalytic style in 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(2022). muslim spiritual happiness scale: the instrument development and validation. islamic guidance and counseling journal, 5(2). https://doi.org/10.25217/igcj.v5i2.2754 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung muslim spiritual happiness scale: the instrument development and validation fitri sukmawati1, sumin sumin*1, edi istiyono2 widhiastuti widhiastuti2, isyatul mardiyati1 1 institut agama islam negeri pontianak, indonesia 2 universitas negeri yogyakarta, indonesia amien.ptk@gmail.com* article information: received june 22, 2022 revised october 11, 2022 accepted october 19, 2022 keywords: muslim-happiness; spirituality scale; well-being abstract the western happiness scale measures those material aspects, so it will not be objective when applied in low-income countries. furthermore, countries with high happiness ratings, which may ignore the importance of spirituality, have significantly higher rates of depression and suicide. islam is the highest source of spirituality for its adherents. they believe happiness cannot only be measured by the material aspect and ignore the spiritual part. this study aims to develop a happiness scale that measures muslim spiritual-material aspects. we used a development research approach to design an instrument based on the thoughts of abdullah bin abbas, test its validity, and estimate its reliability. the authors found seven sub-scales and thirty-one valid items for muslim spiritual happiness. the current instrument of happiness can be used to measure the spiritual happiness of muslims. the authors expected that these findings encourage other researchers to improve the current version and develop a better and more valid instrument. introduction most people believe one may find pleasure in amassing a significant quantity of material or financial wealth. the ambition to accumulate wealth in the form of material and money has changed human behavior into brutal colonialism against other humans, caused by the desire to obtain material wealth. some people who have money and material possessions are also no happier than people who have limited resources. this is because they only focus on pursuing material things and consider them the only source of happiness. they ignore the seeds of happiness that are immaterial or spiritual. the measurement of happiness that only focuses on the material dimension and ignores the spiritual aspect turns out to be wrong and, in the end, only gives birth to pseudo happiness. materially someone has a lot of wealth and money. still, they are hit by anxiety, depression, and other mental disorders because they have neglected the spiritual aspect, which is the demand of everyone's soul (nelson, 2009). based on the world happiness report in 2022, of the 146 countries surveyed, the ranking of happiness in the first quartile (q1) is dominated by socialist countries in eastern europe (the former soviet union), the state of israel, countries in the australian archipelago, and other countries. in the second quartile (q2), it is dominated by countries in the americas, east asia, and a small number of countries on the african continent, while in the third quartile (q3), it is dominated by most african countries, central asia and southeast asia (rowan, 2021). the https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v5i2.2754 mailto:amien.ptk@gmail.com muslim spiritual happiness scale: the instrument development and validation 136 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 world happiness report shows that the measurement tools used roughly have exposed highincome countries as high-happiness countries and middleand low-income countries classified as medium or low-happiness countries. ironically based on research by varnik and wasserman (2016), the world's highest suicide rates also occur in the countries with the highest happiness ratings (q1 rankings); in south korea, 36.6%, with a higher share of males than females, and in 2012 suicides with the highest male-to-female ratio occurred in eastern europe. the lowest occurred in the people's republic of china (varnik & wasserman, 2016). the age-standardized suicide death rate among middle-aged adults in the us is increasing every year (lange et al., 2022). on the contrary, middle, or low-income countries that are thick with religious nuances and high spirituality feel happier than high-income countries because they can be patient and grateful for their living conditions. they do not demand much for the pleasures of worldly life. however, they prefer the happiness of heavenly life as a requirement of religious teachings, especially in the view of the islamic religion adopted by some countries in north africa, the middle east, and southeast asia. this is in line with a study conducted by shabir (2018) that “on average people who are more spiritual (religious) have higher life satisfaction in times of crisis than people who report lower levels of spirituality.” previous studies have widely debated the relationship between religion and happiness. although the secular paradigm has dominated many studies of happiness, there is a small amount of evidence showing that spirituality and religious belief are interrelated, among them the study of joshanloo (2013), who found that "islamic teachings relevant to the concept of happiness were compared and contrasted with western scholarship." this study has been supported by the findings of hamsyah & subandi (2017) that the intensity of remembrance (remembrance of allah) is significantly correlated with one's happiness. various similar studies have also found that religious beliefs positively influence individual mental well-being, the meaning of life, social support, sense of belonging, and purpose in life, which can be found in religious teachings (yorulmaz, 2016). religious people tend to be happier when compared to non-religious people (nemati & maralani, 2016). this is different from the results of a study conducted by berthold & ruch (2014) which found that there is no substantial difference between people who have a religious affiliation and people who do not have a religious affiliation, according to him; a person will only benefit from his religion if they actively practice their religion. the concept of happiness is not only born and comes from hedonic, capitalist, or socialist concepts from western and eastern european countries but also from muslim-populated countries, especially in asia and africa. the concept of happiness in islamic countries originates from the sacred texts of islamic teachings (al-qur'an and hadith) or arises from the ideas of scholars who have understood the contents of the two sacred texts. aspects of the happiness of islam were initiated by abdullah bin abbas (a friend of the prophet muhammad saw), followed by subsequent scholars such as imam ghazali and ibn miskawayh (ayob et al., 2021) and sufi scholars (hamsyah & subandi, 2017). happiness is a latent construct that has many dimensions. getting the right instrument takes a considerable effort to use the proper method and be careful in compiling the indicators. for this reason, it is necessary to calibrate as well as prove its validity repeatedly by experts. there have been quite a number of measuring tools for happiness that experts have developed, including those carried out by experts from oxford university who developed six aspects of happiness; (1) life satisfaction, (2) joy, (3) self-esteem, (4) composure, (5) control, and (6) efficacy (hills & argyle, 2002). the oxford happiness questionnaire has been re-validated by galvão et al. (2020) and reduced to three aspects; (1) joy, (2) positivism, and (3) reliability. the happiness instrument was also developed by the united nations agency, involving six dimensions, namely; income, trust, life expectancy, social support, freedom and generosity sukmawati, f., sumin, s., istiyono, e., widhiastuti, w., & mardiyati, i. 137 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 (wpr, 2021). indonesia also has a happiness measuring tool developed by the central statistics agency (bps) of the republic of indonesia. happiness is measured by three dimensions: life satisfaction, feelings, and meaning of life (bps, 2021). the kingdom of buthan has also developed different constructs of measuring happiness, consisting of nine dimensions; (1) standard of living, (2) education, (3) psychological well-being, (4) health, recreation, (5) cultural diversity and resilience, (6) good governance, (7) community survival, (8) diversity, and (9) environmental resilience (givel, 2015). based on the phenomena described above, this study intends to develop a valid and reliable measuring tool for the spiritual happiness of muslim families from the perspective of ibn abbas. dimensions of happiness measurement according to fisher (2010), in everyday usage, the word "happy" is a pronoun that may mean joy, peace, health, and quality of life. this is because all these concepts have measurement values that can be compared at the conceptual level. it has a good influence on life, which leads to an improvement in the overall quality of life. galvão et al. (2020) explain that the concept of happiness can be understood through the lens of "... a dichotomous hedonic measurement from the point of view of well-being that attempts to explain a pleasurable life experience. for people to be happy, they need to look for events that enable them to achieve this goal. from a eudaemonist point of view, happiness is not seen as a significant factor in determining a person's level of well-being. positive psychology places a significant emphasis on happiness as a central concept; however, the extent to which individuals experience these emotions is challenging to measure. happy people always have good prejudices against themselves and others, can let go of feelings of sadness, can accept failure, never forget the experiences that life has taught them, always speak and be honest with themselves and others, and are steadfast in facing all situations things type of situation and problem (galvão et al., 2020). the dimension of life satisfaction is measured by two subdimensions: personal and social life satisfaction. personal life satisfaction is measured using five indicators: education and skills, employment, household income, health, and housing conditions/house facilities. dimensions of social life satisfaction are measured by 5 (five) indicators, namely; family harmony, availability of free time, social relations, environmental conditions, and security conditions (bps, 2021). three indicators, namely, measure the feeling dimension; feeling happy, feeling not worried, and feeling not depressed. the third dimension (meaning of life) is measured by 6 (six) indicators, namely; independence, environmental mastery, self-development, positive relationships with others, purpose in life, and self-acceptance (bps, 2021). in addition to having characteristics and indications that may be used to assess it, happiness is impacted by a variety of other variables, each of which has the potential to operate as either a predictor variable or an intervening variable. according to the results of the study conducted by nemati & maralani (2016), who came to a conclusion that "life pleasure is impacted by numerous components, one of which is the life satisfaction component, which is mediated by resilience," this is in agreement with their findings. dimensions of islamic happiness according to nasr (2014) the concept of happiness in islam refers to the terminology of the holy qur'an, which is translated into english as happiness, felicity, joy, rejoicing, contentment, pleasure, and like. this arabic terminology is related in meaning, but also have differences. however, all these terms are the closest synonyms for the english word’s happiness or well-being. muslim spiritual happiness scale: the instrument development and validation 138 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 hamsyah & subandi (2017) reveals a story about a friend of the prophet muhammad named ibn abbas; ibn abbas was asked about the aspects that are the factors that form spiritual happiness, which include seven aspects; (1) a grateful heart (qalbun syakirun), (2) a good partner (al azwaju shalihah), (3) a dedicated child (al auladun abrar, (4) a conducive environment (albiatu shalihah), (5) wealth or sustenance obtained lawfully (al-malul halal), (6) enthusiasm or seriousness in studying religion (tafaqquh fiddin), and (7) a blessed age (barakatun fi umurika). the seven dimensions of happiness can be explained in detail based on the arguments of the qur'an and hadith (kementerian agama, 2005; lidwa, 2020) a grateful heart; is an awareness that is born from within a person's soul, which is reflected in words, attitudes, and actions to acknowledge all the achievements he has obtained, both material and immaterial. accept no matter how big, not be depressed if the gift is not achieved or lost from it, and not be too ambitious to accumulate possessions. the form of gratitude; include praise to allah, love to share, use of allah's sustenance or grace for good, not being easily depressed, and not being too ambitious in achieving worldly life (a-qur'an surah ibrahim verse 7, hadith history ahmad number 21358). good partner: a husband or wife who is obedient to worship according to islamic teachings, practicing the values of worship in fostering a harmonious family, for example; mutual respect, trust each other, help each other, complement each other, be responsible, love and care for each other based on worship to allah (al-qur'an surah ar-rum verse 21, hadith muslim history number 2668, hadith history tirmidhi number 3019). abdullah bin abbas explained that one aspect of the happiness of a muslim family has a filial child; this is relevant to the word of allah in the al-qur'an surah luqman verses 13-14 and the hadith of tirmidhi history number 1297, that children who are educated with values religious values so that obedient worship of god is devoted to both parents (respect, help, and love parents) and can make parents proud of their achievements. conducive environment: including the physical and non-physical environment, the physical environment includes the security, comfort, and cleanliness of the environment, and the non-physical environment includes a community, community or group that is good, friendly, respectful, invites to goodness, likes to work together, cares and is fun (hadith of ahmad's history number 14830, hadith of ibn hiban's history number 579). halal assets; are assets originating from work that are not prohibited by islamic religious rules, namely; does not contain elements of fraud, does not contain elements of usury, does not contain elements of gambling, does not originate from transactions involving goods that are forbidden in islamic teachings (selling intoxicating drinks or blood, carrion, and pork and animals that are not slaughtered in the name of allah), as well as wealth/sustenance that does not come from shamanism or human sales (hadith history of bukhari number 439, 1990, 2032, 2145, 2479, hadith history of ahmad number 6260). abdullah bin abbas places the aspect of enthusiasm for religious learning to be one aspect of the happiness of an islamic family. abdullah bin abbas refers to the hadith of ahmad's history number 18752 and the hadith of ibn hibban's history number 4 as the enthusiasm for studying religion is a form of effort and sincerity in learning to understand and practice religion. the learning process referred to by abdullah bin abbas includes several media, including books, attending islamic studies councils, or learning specifically from a scholar. according to abdullah bin abbas, the seventh aspect is the blessing of age; this aspect originates from the hadith of the prophet muhammad, narrated by ahmad no. 7842, that as they get older, they should become more aware of the need to do better for themselves or be used better for others. sukmawati, f., sumin, s., istiyono, e., widhiastuti, w., & mardiyati, i. 139 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 rational of current study many western academics have developed instruments to measure happiness from the material aspect, but the measurements of happiness that have been developed have not touched the spiritual aspect of humans. therefore, the measurement results tend to be misleading and, in the end, only produce pseudo-happiness. our interest in this phenomenon has led us to consider the importance of developing a spiritual happiness measurement tool to measure muslim families' happiness levels. objectives this study aims to develop a muslim family happiness scale based on the perspective of abdullah bin abbas; the activity includes four activities; preparing instrument items, expert judgment, proving validity, and estimating reliability. methods design this research uses a development research method with a quantitative approach. the development research model used is the orlondo & dallo antonio model modified by aristiawan & istiyono (2020), the steps of model development include four stages, namely; (1) planning; determining variables, exploring relevant theories, developing constructs (including defining indicators), compiling conceptual definitions and operational definitions, compiling blueprints, selecting scales or types of instruments, writing instrument statements, (2) testing; make assessment rubrics, conduct expert assessments, field trials, (3) prove validity; includes content validity, factor validity, construct validity, convergent validity and discriminant validity, and (4) estimation reliability; estimation of internal consistency using cronbach's alpha. istrument the instrument developed in this study is based on the concept of happiness in the teachings of islam (the book of the al-qur'an and hadith), which is interpreted from the perspective of the qur'anic commentators who lived in the 6th century and came from among the companions of the prophet. muhammad saw, named abdullah bin abbas or better known by the nickname ibn abbas in islamic literature. there are 7 dimensions of islamic spiritual happiness according to ibn abas; the conceptual measurement of muslim family happiness, according to abdullah bin abbas, consists of 7 aspects, namely, qalbun syakirun (qsy), al ajwaju shalihah (ash), al-waladun abrar (aua), al-bi'atusshalih (bsh), al malul halal (amh), tafaqquh fi dien (tfd) and barakatun fii umuurika (bum). respondent the population in this study was muslim families in indonesia. while the sample was taken using a simple random technique, as many as 420 respondents met the inclusion criteria. the inclusion criteria in this study were; muslim families and having children. the sample size was adjusted to the minimum sample criteria in exploratory factor analysis (efa), namely, 100150, or the ideal sample cfa is at least 5-10 times the number of measured variables (gefen et al., 2000; hair jr. et al., 2014). raters the rater in this study is a lecturer in psychology and islamic science. the selection of these criteria is intended to assess the suitability of the aspects and indicators of the instrument for measuring islamic spiritual happiness based on the interpretation of ibn abas and the holy muslim spiritual happiness scale: the instrument development and validation 140 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 book of the qur'an and hadith. the number of raters is five, with details; 3 lecturers of psychology and two lecturers of tafsir al-qur'an and hadith. tools of data analysis data analysis in this study consists of 2 stages first, examination of the unidimensionality of the instrument, and second, verification of validity and estimation of reliability. the measurement dimensions of the instrument were assessed using exploratory factor analysis using r studio software. instrument items are said to be unidimensional if the criteria in the fit model are met (p. chi-square > .05, rmsea < .08, rsmr < .08, tli, cfi, ifi, gfi > .9), scree plot form 1 factor with eigenvalue >1, measure sampling adequacy (msa) > .5, p. chisquare at bartlet separcity < .05 (parry, 2017). proof of validity and estimation of reliability; factor validity was proven from the accuracy of the model and factor loading obtained from confirmatory factor analysis. according to hu & bentler (1999), a model is considered fit if it meets at least two model fit indices (chisquare and rmsea), while kline (2015) recommends meeting at least four model accuracy indices; (1) chi-square (2) rmsea, cfi, and srmr. in addition to meeting the model fit threshold, it must also meet the factor loading threshold; at the development stage, the instrument must have a loading factor > .5, while the model test (confirmation model) must have a loading factor > .7 (ghazali, 2014). convergent validity is assessed from the average variance extracted (ave). the minimum threshold criteria for convergent validity are acceptable if the average variance extracted (ave) value is .5 and shows a perfect convergent validity if the ave is .7. while the discriminant validity is proven by the ave root and cross loading, if the ave root .7 or cross loading only significantly measures the latent construct, the instrument items are proven to meet good discriminant validity (ghozali & latan, 2015). results and discussion results we present the results of the study on development of muslim family happiness according to the perspective of abdullah bin abbas following the four stages instrument development proposed by oriondo and dallo antonio (aristiawan & istiyono, 2020). planning; this activity includes determining variables, and our variables are directly adopted from previous research conducted by hamsyah & subandi (2017). however, this study did not reveal each variable's conceptual definition and indicators. to define the variables, we searched for primary references, namely: the hadith of the prophet muhammad, the holy qur'an, and relevant islamic references. we broke it down into indicators based on the conceptual and operational definitions. we developed this instrument using a likert scale-type format with seven responses. in the next stage, we arrange it in the form of a blueprint and it is presented in table 1. trial-testing the instruments: our trials started by making scoring rubrics, doing expert judgment, and conducting field trials. expert assessment is conducted to assess the relevance of the content that underlies the preparation of aspects or dimensions and indicators of spiritual happiness measuring tools. we chose five experts to assess the instrument's appearance (face validity) and content validity. the readability test was conducted to determine the readability level of each statement or question item on a rating scale before being used to collect data and information related to the level of spiritual happiness. readability relates to understanding the text and answer options that have been prepared in the plan or draft of the instrument. the readability test of the spiritual happiness instrument in this paper uses five lecturers from the islamic psychology study program. sukmawati, f., sumin, s., istiyono, e., widhiastuti, w., & mardiyati, i. 141 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 to obtain a good response, 36 people were randomly selected for a limited trial of the islamic spiritual happiness instrument. next, an expanded trial was conducted on 420 respondents using a simple random sampling technique. proof of validity: to get a valid measuring instrument, it is necessary to assess the instrument's validity for measuring islamic spiritual happiness. several methods were chosen table 1. operational denifitions and variable indicators aspect operational definitions indicators a qalbun syakirun (grateful heart) awareness from the heart of a muslim that the blessings and rewards come from allah, the gratitude is expressed in the form of praise to allah. it manifests in actions that are not stressed, satisfied, not ambitious, accepting what is, and happy to share. 1. thanksgiving for allah’s grace. 2. feeling satisfied with allah's grace 3. not ambitious to pursue worldly achievements 4. happy to share. 5. not easily pressured on every failure. 6. not easily discouraged b al azwaju shalihah (a pious life partner) husband or wife in a muslim family who respect each other, trust each other, help each other, complement each other, be responsible, and love each other based on worship to allah swt. 1. having a wife/husband who respects their partner 2. they have a wife/husband who likes to help their partner. 3. have a complementary partner. 4. husband/wife are responsible according to their duties and functions. 5. husband/wife who has a strong sense of love. c al auladun abrar (anak yang shalih) children who are obedient to worship, obey their parents' orders, respect their parents, can help ease their parents' duties, love and love their parents, and make their parents proud with other achievements or achievements. 1. obedient child 2. children who obey their parents' advice 3. children who love to help their parents. 4. children who love their parents. 5. children who make their parents proud. d al-bi’atu shalihah (conducive environment) being in a clean, comfortable, quiet, safe settlement, being in an environment with friendly neighbors and communities, respecting each other, inviting kindness, helping each other and having fun. 1. located in a clean and comfortable settlement 2. situated in a quiet settlement 3. being in a safe settlement 4. have good neighbors 5. having a community that invites to goodness 6. neighbors or people around the house are happy to help. 7. it was in a fun community. e al malul halal (halal property) according to islamic law, wealth is obtained legally from work that is legal and justified. 1. avoid subhat sources of income (unclear halal). 2. i only want to work in the official sector (legal). 3. able to distinguish the types of work that are allowed or not allowed by islam. 4. i was trying to find wealth or sustenance legally. 5. halal wealth or sustenance gives inner peace. f tafaqquh fi dien (passionate about religion) i felt the need to learn islam, was eager to discuss islam, and was willing to listen to religious lectures, attend pastoral study councils, and study with people who understand spiritual knowledge or at least enjoy reading spiritual books. 1. i am interested in studying religion. 2. happy to discuss islam. 3. nice to hear religious lectures 4. happy to follow religious studies 5. happy to buy books or spiritual books. g barakatun fii umuurika (blessing age) there is an increase in worship from year to year. there is an increase in benefits for him, his family, and others, reducing useless things such as games and jokes that are not useful. 1. worship increased from previous years. 2. feel more beneficial for the family. 3. produce works that benefit the community at large. 4. avoid time-consuming games. 5. avoiding useless jokes. muslim spiritual happiness scale: the instrument development and validation 142 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 for proving the instrument's validity according to the dimensions, indicators, and scale used. this case uses four types of validity tests, namely: content validity, factor validity, construct validity, and discriminant validity. reliability estimation: the aim is to ensure that the instrument has a high level of consistency. it is essential to test dependencies in a few different ways. in this investigation, we used an internal consistency approach of cronbach's alpha because cronbach's alpha produces robust estimators on dichotomous and polytomous data and various scales and levels of measurement (azwar, 2016a; mardapi, 2017). content validity proof of content validity is carried out to measure the feasibility or relevance of the test instrument with its dimensions and indicators. this study uses five raters as expert judgment to assess the item's relevance with its dimensions and indicators. assessment of relevance using a likert scale with five responses; 1= very irrelevant, 2= irrelevant, 3= less relevant, 4= relevant; 5 = very relevant. furthermore, the results of the rater research were analyzed using the aiken formula as follows (azwar, 2016b; mardapi, 2017): table 2. loading factor (rotation method is oblimin) before item deleted after item deleted f1 f2 f3 f4 f5 f6 f7 f1 f2 f3 f4 f5 f6 f7 a1 .132 a2 .395 a3 .535 .522 a4 .242 .176 a5 .639 .674 a6 .519 .541 b1 .907 .906 b2 .772 .776 b3 .896 .900 b4 .898 -.168 .898 b5 .941 .941 c1 .696 .707 c2 .803 .813 c3 .652 .666 c4 .780 .768 c5 .755 .724 d1 .109 .505 .502 d2 .622 .618 d3 .576 .573 d4 .896 .895 d5 .807 .808 d6 .842 .839 d7 .884 .881 e1 .417 e2 .626 .625 e3 .898 .901 e4 .994 .983 e5 .662 .663 f1 .831 .843 f2 .811 .817 f3 .598 .612 f4 .732 .719 f5 .577 .562 g1 .508 .515 g2 .881 .873 g3 .788 g4 .185 g5 .223 sukmawati, f., sumin, s., istiyono, e., widhiastuti, w., & mardiyati, i. 143 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 𝑽 = ∑𝒔𝒊 𝒏(𝒄−𝟏) (1) where; 𝒔 = 𝒓 − 𝒍𝒐, lo = minimum score (1), c = maximum score (5), r = the assessment score that the rater has given, dan n = number of rater (five experts). the expert's assessment of the scoring rubric was compared with the instrument blueprint (grid) and then analyzed. based on the aiken table, the number of raters (m) = 5 and the number of assessment options 5 obtained a threshold value of .8-.9. it can be interpreted that the 38 items used in this study exceeded the threshold value; all items have been proven to meet content validity. checking instrument unidimensionality the unidimensional instrument was tested using exploratory factor analysis with the open-source software r studio. estimation exploratory factor analysis (efa) is the maximum likelihood estimator (mle) method with the number of factors specified as 7 factors. the rotation method by default from the r studio uses the oblimin method. the essential outputs from the efa include loading factors, estimation of measure of sampling adequacy (msa), correlations between items obtained from bartlett's test statistics, and model accuracy index values (fit indices). the sample size in efa is 190, which we separated from the total respondents in this study (420 respondents). first, we assessed loading as a first step before assessing the accuracy of the model generated by efa via the r studio software. we presented the loading factors in table 2. the loading factor in table 2 shows the ability of each item to explain the latent variable. items a1, a2, and a4 as a measure of the latent variable qsy have a loading factor of < .5, item e1 as a measure of the latent variable of amh also has a loading factor of < .5, and items g4 and g5 which are used to measure the latent variable of bum. the six latent construct measurement items in this study are at the cut-of or threshold loading factor (.5), so these items must be excluded or removed from the latent variable measurement because these items are not good enough to explain the latent constructs used want to measure. the scree plot (figure 1) visually shows the inflection line of the cut of a factor after the 5th factor. however, of the five factors displayed, factor 1 has an eigenvalue of 12 while factor 2 is around 2.5, with a line that tends to be gentler up to the factor. 5, the eigenvalue of factor 1 is significantly different from other factors (more than doubled), indicating that the measurement items tend to form 1 dimension. we had to verify or clarify the number of measurement dimensions using the principal component analysis (pca) graph generated through the r studio software; the results are shown in figure 2. figure 1. scree plot muslim spiritual happiness scale: the instrument development and validation 144 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 figure 2. principal component analysis graph the pca graph in figure 1, dimension one in quadrant 4, shows a percentage of 37.79%. if a minimum threshold of 25% is set, then dimension 1 is already above the threshold, while dimension 2 in quadrant 1 is only 9.02%. researchers can decide that the instrument in this study is unidimensional. in the third stage, we assessed the sample adequacy measure (msa), the correlation between items (bartlett's test), and the model's accuracy criteria. efa analysis requires a significant correlation between measurement items so that these items can be grouped on certain factors. testing the correlation between items using bartlett's test, if the probability 𝝌𝟐 is significant (p < .05), the items are significantly correlated. in table 3, it is obtained that the statistical value 𝝌𝟐 = 𝟓,𝟒𝟕𝟒.𝟗𝟓𝟔 with a p-value of .00 and a degree of freedom (df) of 703. p-value < .05 means a significant correlation between measurement items as a factor determinant. based on the overall msa value in table 3, it can be seen that all instruments have an msa value of .89 (msa> .5), and each item has an msa value> .5, meaning that the assumption of sample adequacy in the efa analysis, in this case, is fulfilled. factorial validity factorial validity is used to confirm the unidimensionality of the instrument in exploratory factor analysis. factorial validity can be proven using multivariate statistics called confirmatory factor analysis (cfa). two important measures in the cfa must be assessed as a basis for decision making; the first: is the loading factor, which measures the contribution of the instrument items' ability to explain the construct; the second is the criteria for model accuracy or goodness of fit indices. both measures must be met at a specific rule of thumb or threshold. the results of the calculation of loading the cfa factor using the r study software in this study are shown in table 4. the loading factor in table 4 show that item a3 in the latent construct of qsy has a loading factor < .5 so the item must be amputated or removed, then retesting is carried out to compare the loading factor before and after item a3 is removed. the results in table 4 show that all latent construct measurement items have a loading factor > .5. this shows that these items can explain the latent construct used in measuring the level of happiness of muslim families based on the perspective of abdullah bin abbas. we compare the findings of the exploratory factor analysis with a sample size of 190 respondents to the confirmatory factor analysis results with a sample size of 420 respondents. next, we present nine criteria for model accuracy, namely; chi-square probability (p. value), sukmawati, f., sumin, s., istiyono, e., widhiastuti, w., & mardiyati, i. 145 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 root mean square approximation (rmsea), standardized root mean square residual (srmr), comparative fit indices (cfi), tucker lewis indices (tli), incremental fit indices (ifi), goodness of fit indices (gfi), normed fit indices (nfi), and parsimony normed fit indices (pnfi). the model fit criteria in table 5 show the chi-square probability of .00 not meeting the model fit threshold (p. chis > .05). still, the chi-square model accuracy index is susceptible to a large sample size because the chi-square index is based on maximum likelihood estimation, with the ideal sample size being between 100-15. alternatively, we assessed the root mean square error approximation (rmsea) and standardized root mean square residual (srmr) as they are more stable concerning sample size. an empirical model is said to be accepted if it table 3. keiser meyer olkin factor adequacy and bartlett’s test before item deleted after item deleted bartlett’s test chisq : 5,474.956 chisq : 4,901.465 p.value : 0 p.value : 0 df : 703 df : 496 kmo. factor adequacy overall msa : .89 overall msa : .90 bic : -1,616.08 : -1,005.92 tli : .891 : .906 rmsea : .061 : .065 rmsr : .03 : .03 table 4. loading factor cfa latent variable item loading before item deleted after item deleted qsy a3 .465 a5 .830 .726 a6 .824 .897 ash b1 .916 .921 b2 .818 .79 b3 .916 .901 b4 .853 .857 b5 .914 .924 aua c1 .856 .878 c2 .861 .849 c3 .746 .714 c4 .732 .704 c5 .691 .663 bsh d1 .721 .69 d2 .738 .713 d3 .676 .657 d4 .859 .85 d5 .848 .872 d6 .854 .835 d7 .870 .822 amh e2 .604 .604 e3 .830 .829 e4 .886 .887 e5 .527 .528 tfd f1 .790 .736 f2 .679 .647 f3 .747 .714 f4 .814 .841 f5 .696 .719 bum g1 .728 .808 g2 .899 .786 g3 .838 .717 muslim spiritual happiness scale: the instrument development and validation 146 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 has an rmsea value < .08 or a good fit if rmsea < .05. in this study, the rmsea was obtained after .048 after item a2 deleted model, meaning that the empirical model followed the practical data model. furthermore, the cfi, tli, ifi, gfi, and nfi indexes have exceeded the minimum criteria of .90, and according to hu and bentler (1999) these criteria can be accepted if > .90 and good fit if > .95, a cut-off higher than .95 is more appropriate (miles dan shevlin, 1998). referring to the factor value > .5 and the fulfillment of the fit model criteria (goodness of fit indices), which have been interpreted in table 5 and table 6, it shows the items used to measure the construct of qalbun syakirun, ajwajun shalihah, auladun abror bi'atu shalih, almalul halal, tafaqquh fiddin and barakatun fi umurika proved to have met the validity of the factors. discriminant validity an instrument has been shown to have good discriminant validity if there is no significant correlation between the measurements of several different traits even though they are measured using similar methods (azwar, 2016b). we prove this study's discriminant validity by comparing the extracted square root average variance. (√𝑨𝑽𝑬) with cross loading. the minimum threshold for proving discriminant validity is ave root>cross loading. the calculation results of the r studio software are presented in table 6. the square root average variance extracted (√𝐀𝐕𝐄) is shown by the diagonal matrix in table 7, and the value below the diagonal matrix shows the cross loading value in table 7. in this study, all latent constructs have roots ave > cross loading, this means that measurement items in certain latent constructs are not correlated with measurement items in other latent constructs. estimated reliability we used the internal consistency measure cronbach's alpha to estimate the reliability of this study. a latent construct can be said to have good internal consistency if > .7 (schrepp, 2020). table 5. goodness of fit indices model hu and bentler (1999). indices fit model threshold information before item deleted after item deleted 𝝌𝟐(p. value) .000 .000 > .05 rejected rmsea .059 .040 < .08 good fit srmr .052 .048 < .08 good fit cfi .929 .969 ≥ .9 good fit tli .921 .965 ≥ .9 good fit ifi .930 .970 ≥ .9 good fit gfi .862 .908 ≥ .9 acceptable nfi .886 .928 ≥ .9 acceptable pnfi .792 .802 ≥ .5 good fit table 6. discriminant validity latent variable qsy ash aua bsh amh tfd bum qsy .822 ash .328 .880 aua .585 .417 .766 bsh .561 .382 .635 .791 amh .222 .187 .259 .258 .656 tfd .501 .287 .543 .527 .235 .741 bum .691 .312 .740 .657 .285 .695 .773 sukmawati, f., sumin, s., istiyono, e., widhiastuti, w., & mardiyati, i. 147 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 table 7. estimated reliability latent variable qsy ash aua bsh amh tfd bum α .803 .946 .884 .924 .747 .849 .848 the internal consistency coefficient of cronbach's alpha on all latent variables shows a value of > .7. this means that each construct has consistent (reliable) measurement items. the cfa path diagram in figure 3 visually indicates the standardized loading (𝜸𝒊𝒌) factor values for each item in each latent construct and the item variance (𝜹𝒊𝒌). the path diagram for cfa analysis using r-studio 4.13 software is shown in figure 3. visually on the path diagram, you can see the standardized loading factor of each item (𝝀𝒊𝒌), the standard error of measurement (𝜹𝒊𝒌), and the correlation between latent variables (𝜸𝒊𝒌). figure 3. path diagram cfa discussion the conceptual measurement of the happiness of a muslim family, according to abdullah bin abbas (ibn abbas), consists of seven aspects, namely; qalbun syakirun (six indicators), al ajwaju shalihah (five indicators), al-waladun abrar (five indicators), al-bi'atusshalih (seven indicators), al malul halal (five indicators), tafaqquh fi dien (five indicators), and barakatun fii umuurika (five indicators). the happiness indicators in this study differ from those in the studies of fuad hamsyah & subandi (2017) and nasr (2014), which emphasize the attainment of spiritual happiness that can be achieved through practicing the dhikrullah method, while this research emphasizes family happiness. we have verified the aspects of happiness according to the narration of abdullah bin abbas, and we found them in several hadith books; sunan tirmidhi number 2077, musnad ahmad number 1367, musnad ahmad number 1368, musnad ahmad number 14037 and musnad ahmad number 14830 (lidwa, 2020). in previous studies, we did not find specific indicators to measure abdullah bin abbas's happiness. however, our measurement indicators were developed based on the holy qur'an verses and the prophet muhammad's hadiths that are relevant to aspects of happiness in muslim spiritual happiness scale: the instrument development and validation 148 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 abdullah bin abbas' perspective. this procedure is relevant to the instrument development method proposed by orlondo and dallo antonio, modified by aristiawan & istiyono (2020) and clark & watson (2019). we develop indicators based on conceptual and operational definitions of every aspect of measuring muslim family happiness from the perspective of abdullah bin abbot. this is because the aspect of happiness put forward by abdullah bin abbas is ibn abbas's interpretation of the verses of the qur'an and hadith in the context of spiritual happiness. based on the indicators that have been developed, we compiled 38 instrument statement items. the suitability or relevance of this with the statement of the instrument was assessed by expert judgment, then continued with proving the validity of the content using the aiken formula (azwar, 2016a), the results of proving the validity of the content showed that the items of the instrument statement used in this study exceeded the threshold value (.8 1) obtained from the aiken table on the number of responses five options and the number of raters five people; meaning all items have been proven to meet content validity. the unidimensionality of the instrument was tested using exploratory factor analysis with the open-source software r studio. loading factor items a1, a2, a4, e1, g4, and g5 have a loading factor < .5. because these items are below the threshold, they must be excluded because they are not good enough to explain the latent construct you want to measure. visually, the scree plot and pca graph show the percentage of eigenvalue in dimension 1 of 37.79%. if a minimum threshold of 25% is set, then dimension 1 is already above the threshold, while dimension 2 in quadrant 1 is only 9.02%. the researcher can decide that the instrument in this study is unidimensional. based on the confirmatory factor analysis, item a3 has a loading factor of < .5, while the other items have a loading factor of > .5. this means that the things used are quite good in explaining the construct of diversity. the fit model supports the loading value. from as many as nine indices of the model's accuracy, only chi-square is not met. a large enough sample size influences this to make the chi-square estimation unstable. but the other eight indices are fulfilled. that is, the items and indicators developed were following the theoretical concept, the cfa factor loading value > .5, and the fulfillment of the model fit criteria indicated that the items of the happiness construct measurement instrument had been proven to meet the validity of the factors. the instrument is also proven to meet discriminant validity indicated by the root ave > cross loading, which means that the measurement items in certain latent constructs are not correlated with other latent constructs. each factor also has good internal consistency, which is indicated by the internal consistency coefficient of cronbach's alpha on all latent constructs showing a value of > .7. this study is an early study in developing an instrument for measuring muslim family happiness according to abdullah bin abbas ' perspective. we have not found examples or previous studies that raise the same construct. implications the limitation of this study is the instrument construction technique. we do not use statements in the negative form. further research needs to add some negative question items to see the consistency of respondents' answers. the measurement aspect of this study has certain limitations, the most significant of which is the aspect of happiness that can only be used to measure family happiness. individuals who are unmarried or do not have happiness cannot be measured through this instrument because the perspective of the measuring tool that we have developed has included the ownership of children. a wife or husband is believed to be a factor in forming happiness. this is the reason why this happens. therefore, to refine the findings of this study, further researchers need to integrate the components of happiness measured by ibn abbas with measures of happiness from other sources. sukmawati, f., sumin, s., istiyono, e., widhiastuti, w., & mardiyati, i. 149 islamic guidance and counseling journal vol. 5, no. 2, pp. 135-151, 2022 limitations and suggestions the results of this study are expected to have theoretical and practical implications. theoretically, this research can encourage psychometric experts to develop a happiness scale that is not limited to material aspects but also spiritual aspects, namely the soul of every human being. the instruments produced in this study can be used to measure the level of happiness of muslim families, considering the religious aspects originating from islamic values. the results of this study are also expected to be used for counseling muslim families. conclusion according to abdullah bin abbas, we have developed this instrument of muslim family happiness based on seven aspects, namely; qalbun syakirun (qsy), al ajwaju shalihah (ash), al-waladun abrar (awa), al-bi'atusshalih (abs), al malul halal (amh), tafaqquh fi dien (tfd), and barakatun fii umuurika (bum), we developed indicators on each factor based on two main islamic references (the holy book al-qur’an and hadith). each factor sequentially consists of 6, 5, 5, 7, 5, 5, 5 indicators, with 38 items in the early stages of development, seven invalid items, and the remaining 31 are proven valid and reliable. acknowledgment we thank all those who have contributed to the writing of this paper, in particular our friends, students, and lecturers in the research and educational evaluation doctoral program at yogyakarta state university. we also thank the respondents (muslim families in indonesia who were invited to participate in the study) who have been willing to respond to the questionnaire that we have distributed. author contribution statement the authors in this study have roles and contributions according to their respective expertise. the first author provided the main idea, urgency, instrument design, instrument examination, and preliminary writing. the second author contributed to data analysis, interpretation, editing, and layout. the third author contributed to carrying out the clerical and methodological checks, and the fourth and fifth authors contributed to examining the manuscript's grammar, methodology, and structure. references aristiawan, a., & istiyono, e. 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(2023). the effect of mindfulness meditation on academic burnout and perceived stress among muslim students: a quasi-experimental approach. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3467 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the effect of mindfulness meditation on academic burnout and perceived stress among muslim students: a quasi-experimental approach aamer aldbyani1, 3*, mohammed hasan ali al-abyadh2, 3 1 shandong normal university, china 2 prince sattam bin abdulaziz university, saudi arabia 3 thamar university, yemen aamer.aldbyani@tu.edu.ye* article information: received april 24, 2023 revised may 15, 2023 accepted may 18, 2023 keywords: academic burnout; mindfulness; muslim students; perceived stress; university students abstract mindfulness occurs in different populations, regardless of their religions, ages, and cultures, but the studies on muslim backgrounds are insufficient. this study aims to empirically investigate mindfulness's benefits on academic outcomes among yemeni students. a total of 160 yemeni students were recruited to complete the maslach burnout inventory (mbi-ss) and the perceived stress scale (pss) and divided into two groups (experimental group = 80, control group = 80). the experimental group received mindfulness training, while the control group did not receive any training. after the experiment, both groups completed the questionnaires again. the results revealed that the experimental group's emotional exhaustion, cynicism, lack of academic efficacy, and perceived stress were decreased compared to the control group. we concluded that mindfulness meditation training decreased academic burnout and stress among yemeni students. we suggest mindfulness meditation training could be a good program for decreasing academic problems among muslim students. introduction mindfulness has gained considerable attention in recent years, not only as a therapeutic tool but also as a way of life. mindfulness is a practice that involves bringing attention to the present moment without judgment and with an attitude of curiosity and acceptance. mindfulness-based interventions effectively treat various mental health problems such as depression, anxiety, and stress. the benefits of mindfulness are not limited to mental health, as research suggests that mindfulness can improve physical health, social relationships, and overall well-being. muslims are a significant population group worldwide, comprising over 1.8 billion people or approximately 24% of the world's population. in recent years, mindfulness has gained popularity among muslims, who have embraced it to improve their spiritual practice and overall well-being. on the other hand, several studies have emphasized that mindfulness positively correlated to academic performance (lin & mai, 2018; mccloskey, 2015; miralles-armenteros et al., 2021). mindfulness helps outstanding students reconcile with themselves, especially those who suffer from stress, reflected in the soundness of their thinking by following specific patterns of thinking, such as reflective or analytical thinking (grow et al., 2015). research on mindfulness among muslims is limited, but existing studies suggest that mindfulness can positively affect muslims' mental health, spiritual well-being, and religious practice. therefore, his study https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3467 https://orcid.org/0000-0002-8803-1754 mailto:aamer.aldbyani@tu.edu.ye https://orcid.org/0000-0002-8964-6670 aldbyani, a., & al-abyadh, m. h. a. 153 islamic guidance and counseling journal vol. 6, no. 1, pp. 152-164, 2023 investigates the effect of mindfulness meditation on decreasing academic burnout and perceived stress among muslim students. the concept of mindfulness in islam mindfulness is a practice that has gained widespread popularity in recent years. it is the ability to be present at the moment and fully engaged in whatever activity one is doing. mindfulness can be applied in all aspects of life, including work, relationships, and even religious practices. this essay will explore the concept of mindfulness among muslims and how it can be incorporated into their daily lives. mindfulness in islam is known as "muraqabah," which means "to watch over" or "to observe." (isgandarova, 2019). it is a concept deeply rooted in islamic tradition and has been practised by muslims for centuries. muraqabah is the practice of being mindful of allah (swt) at all times, whether in prayer or everyday life (harianti et al., 2022). it involves being aware of one's thoughts, actions, and intentions and being conscious of the consequences of one's actions. one of the main ways that muslims practice mindfulness is through prayer. prayer is one of islam's five pillars and a mandatory practice for all muslims. muslims must pray five times a day, allowing them to connect with allah (swt) and be mindful of their thoughts and actions. during prayer, muslims recite verses from the quran and engage in physical movements, such as prostration and bowing, which help them be present and focus on their relationship with allah (parrott, 2017; thomas et al., 2016). another way mindfulness is practised in islam is through the remembrance of allah (swt). muslims are encouraged to remember allah (swt) throughout the day, whether by reciting the quran or by saying "subhanallah" (glory be to allah), "alhamdulillah" (praise be to allah), or "allahu akbar" (allah is the greatest). this helps muslims to stay connected to allah (swt) and be mindful of their thoughts and actions (haque & keshavarzi, 2014). in recent years, there has been an increase in the popularity of mindfulness meditation among muslims. mindfulness meditation involves focusing on the breath and being aware of one's thoughts and emotions without judgment. it is a secular practice adopted by people of all faith. mindfulness and muslim cultural background mindfulness practice has been secularized to be religion-neutral (palitsky & kaplan, 2021). buddhist teachings are set aside so as not to conflict with the religious beliefs of the practitioners. evidence suggests that the effects of mindfulness practice are biologically based and independent of cultural context. specifically, whether participants are muslims or buddhists, they can reap the benefits of mindfulness. in addition, the islamic tradition may be an advantage rather than a hindrance to mindfulness practice. for example, in the islamic tradition, the capacity for the presence of the mind is strongly advised. during prayer, muslims are encouraged to be aware of the present moment and to stop performing procedures automatically and thoughtlessly (mitha, 2019). eliminating distractions and mental digression is necessary for developing effective emotion regulation strategies. followers of islam are also encouraged to be mindful during routine daily activities (e.g., eating, dressing, going to the toilet, etc.). they should keep a gentle, curious, and kind eye on what is happening internally and externally without taking action to change these experiences (hepburn et al., 2021). islamic mindful prayers can be a complementing, culturally sensitive strategy for preventing mental health relapses, much like how christian prayer is used as a meditation connected with a higher level of wellness (knabb, 2012; callender et al., 2022). a recent study by abdulkerim & li, (2022) found that mindfulness-based interventions can be applied to muslims and effectively improve their mental health. the study found mindfulness strategies apply to muslims, especially mindful observation, conscious action, intent, acceptance, positive re-framing, and cognitive thinking. additionally, a person with a higher level of the effect of mindfulness meditation on academic burnout and perceived stress among muslim students: a quasi-experimental approach 154 islamic guidance and counseling journal vol. 6, no. 1, pp. 152-164, 2023 awareness can better retain concentration during prayers, form a close bond with allah, and become more conscious that he alone is to blame for all of life's difficulties. positive mental processes arise as a result, which raises one's feeling of well-being (saleem et al., 2022). in the same context, our results showed that mindfulness practice is in no way inconsistent with islamic culture, and muslim students are aware of meditation, which muslims practice daily in the form of prayers, supplications, recitations, and praises. these findings are partially consistent with previous studies (doufesh et al., 2014; thomas et al., 2017; alkusayer, 2019; duric et al., 2020). the benefits of mindfulness meditation to muslims practising mindfulness has many benefits for muslims, including reducing stress and anxiety, improving mental and emotional well-being, enhancing focus and concentration during prayer, and increasing self-awareness and self-control. mindfulness can be integrated into various islamic practices, such as salah, dua, and dhikr (saniotis, 2018; irawati et al., 2023), allowing muslims to deepen their connection with allah and their faith. by being fully present at the moment, muslims can also cultivate a greater appreciation for the blessings in their lives, leading to increased feelings of gratitude and contentment. additionally, mindfulness can help individuals develop greater empathy and compassion towards others, leading to improved relationships and social connections. incorporating mindfulness into muslim daily life can bring numerous physical, emotional, and spiritual benefits. mindfulness is a practice that involves paying attention to the present moment and becoming more aware of one's thoughts, feelings, and bodily sensations. this mindfulness practice can be a valuable tool for muslims seeking to deepen their spiritual practice, improve their mental health, and cultivate greater peace and compassion. mindfulness is a practice that can offer numerous benefits for muslims. one of its advantages is that it can help individuals increase their focus during prayer (badri, 2018). by staying present and mindful during prayer, muslims can enhance their spiritual experience and strengthen their connection with god. additionally, mindfulness can promote improved self-awareness, allowing muslims to become more aware of their thoughts, emotions, and behaviours. this can help them identify negative patterns and develop healthier coping strategies (rassouli et al., 2015; bensaid, 2021) furthermore, mindfulness has been shown to reduce stress and anxiety levels by promoting relaxation and helping individuals cope with difficult emotions. by cultivating mindfulness, muslims can also learn to regulate their emotions and respond to challenging situations more constructively and compassionately, enhancing their emotional regulation skills. finally, mindfulness can help muslims cultivate greater empathy and compassion for themselves and others, improving relationships and promoting a peaceful society. overall, mindfulness can be a precious practice for muslims, providing numerous benefits for their physical, emotional, and spiritual well-being. mindfulness and academic outcomes among muslim students a mindful individual is more likely to be open to novelty, focused in the present, aware of differences, sensitive to context, and aware of diverse points of view. as a result, given the many opportunities it presents for increasing students' competencies in education for sustainable development, the function of mindfulness in educational environments is gaining support because it leads to better academic performance (vidal-meliá et al., 2022). from this point, modern studies proved mindfulness's effects on university students' academic outcomes. for example, a study by (vorontsova-wenger et al., 2021) found that mindfulness intervention decreased anxiety, stress, and depression symptoms and improved academic performance among university students. a recent systematic review and meta-analysis assessed the effectiveness of mindfulness-based interventions on students' academic performance. in their aldbyani, a., & al-abyadh, m. h. a. 155 islamic guidance and counseling journal vol. 6, no. 1, pp. 152-164, 2023 review, ostermann et al., (2022) found the effectiveness of mindfulness-based interventions on students' academic performance. therefore, we assumed that mindfulness meditation training might decrease the three dimensions of academic burnout and perceived stress among muslim students. the results found that mindfulness meditation training positively influenced emotional exhaustion, cynicism, reduced academic efficacy, and perceived stress. these results are partially consistent with previous studies, for example, a survey conducted by wietmarschen et al., (2018), which found that mindfulness training reduced stress and improved self-compassion and self-reflection. these findings are also consistent with studies examining these variables separately from college students in a general context (parto & besharat, 2011; harrington et al., 2014; dillard & meier, 2021). furthermore, the university education stage is the first step to adulthood, where the student begins to rely on himself and bear his personal and fateful decisions. university student faces many difficulties and psychological pressures, which they must deal with properly. these pressures include many aspects of his interests and duties that require focus and attention. therefore, mindfulness is more helpful in facing these various pressures. students are considered to most need mindfulness because their pedagogical tasks depend primarily on their mental activity. they must focus, pay attention, and be open to experiences and observations and description of dealing consciously with daily experiences. wang et al., (2023) noted that many famous colleges in the united states had adopted the study materials of mindfulness within their educational curricula due to the agreement of many scientific studies on its usefulness. mindfulness increases attention, focus and orientation towards the present, enabling the individual to use available information about the situation effectively. it also works to stop automatic responses, consider the general context in which the situation occurred, and focus attention and control on the situation mindfulness has been shown to have numerous benefits for individuals of all backgrounds, including students. in particular, research has indicated that mindfulness can have positive academic and well-being benefits for muslim students. several studies have been conducted to investigate the benefits of mindfulness meditation on academic burnout among muslim students. a systematic review and meta-analysis of 11 studies found that mindfulness-based interventions effectively reduced academic burnout among university students, including muslim students (zhang et al., 2020). another study found that a mindfulness-based stress reduction program significantly reduced academic stress and improved psychological wellbeing among muslim university students (hassan et al., 2023). additionally, a randomized controlled trial showed that a mindfulness intervention effectively reduced academic burnout and improved academic performance among muslim medical students (alzahrani et al., 2020). furthermore, another study found that muslim students who participated in a mindfulness-based intervention significantly improved academic self-efficacy, academic achievement, and emotional well-being (phang et al., 2015). the last study by thomas et al., (2016) found that mindfulness was associated with increased academic performance and reduced academic stress among muslim college students. in addition to educational benefits, mindfulness has been shown to have numerous well-being benefits for muslim students, including reducing symptoms of anxiety and depression, increasing resilience, and promoting a sense of calmness and inner peace. the research suggests mindfulness can be a valuable tool for muslim students to improve their academic performance and overall well-being. mindfulness-based interventions may benefit muslim students who face unique stressors related to their identity and experiences. however, there is a shortage of studies on muslim backgrounds about mindfulness benefits. therefore, this dissertation attempts to provide theoretical and empirical investigations on the the effect of mindfulness meditation on academic burnout and perceived stress among muslim students: a quasi-experimental approach 156 islamic guidance and counseling journal vol. 6, no. 1, pp. 152-164, 2023 effects of mindfulness meditation training on muslim university students' academic and wellbeing outcomes. the current study in modern life's noise, distraction, and information, we can order our thoughts to deal with the current situation by practising mindfulness or observation. you can handle stressful situations and manage your daily life with mindfulness. it is a type of metacognition in which we can engage with our ideas and emotions in novel ways, allowing us to follow or ignore them as we see fit. numerous scientific papers, studies, and books on mindfulness are published yearly due to this phenomenon's attention from psychologists and health professionals. over the past three decades, researchers have explored mindfulness training because it can benefit all aspects of life, including health, education, and other areas. especially in education, mindfulness helps students recognize their reality, understand themselves clearly, and improve their social behaviour, both on the physical and psycho-social levels. on the social level, it improves the social climate within the educational institution. on the academic level, mindfulness contributes to higher academic achievement among students and increases their interest in mindfulness (roberts & danoff-burg, 2011). the basic principles of mindfulness appear to be very similar to islamic rituals and values (thomas et al., 2017). however, islamic spiritual mindfulness is an adaptive coping strategy used to mitigate various negative psychological reactions to respond to stressors experienced by the individual. for example, a study by aldahadha, (2013) examined the effects of muslim praying meditation and transcendental meditation programs on mindfulness among muslim students and found a relationship between the two types of meditation. mindfulness reduces stress among muslim students (munif et al., 2019). however, the effect of mindfulness on academic burnout when perceived stress plays a role as a mediator still needs to be proven. however, no study has been conducted on any muslim background to confirm the positive effects of mindfulness among these two critical variables. therefore, this study investigates the impact of mindfulness meditation on academic burnout and perceived stress among yemeni students. mindfulness meditation might decrease both burnout dimensions and perceived stress. aims and hyphotheses this study aims to investigate the effects of mindfulness training on academic outcomes among muslim students, through test empirically whether mindfulness training reduces academic burnout and perceived stress among yemeni students. therefore, our hypotheses. the experimental group that received mindfulness training will have lower levels of emotional exhaustion, cynicism, lack of academic efficacy, and perceived stress than the control group. mindfulness training will be an effective program for decreasing academic burnout and stress among muslim students. methods research design the current study is designed as a quasi-experimental non-randomized research design with a control group, pre-test and post-test. participants this study involved 160 yemeni students from the sana'a university education school, including 48 female and 112 male participants. the experimental group (80 students) and the control group were randomly assigned to each group (80 students). some criteria for choosing the participants have been considered for more conditions like the participant is ready to aldbyani, a., & al-abyadh, m. h. a. 157 islamic guidance and counseling journal vol. 6, no. 1, pp. 152-164, 2023 participate in this experiment. moreover, they have not done meditation or yoga before. see the figure 1 below for more details. ethical considerations we obtained written approval from the vice deanship of graduate studies and the council of the college of education at sana'a university to conduct this study. procedures first, both groups (experimental and control groups) completed the questionnaire, which took 15–30 minutes to complete. second, the experimental meditation program was designed for the experimental group and divided into 16 sessions. third, the experimental group received mindfulness strategies lectures, meditation exercises, and homework meditation. during this period, the control group did not receive any training or intervention in mindfulness. finally, after the experimental group finished the 16th session, we asked both groups to complete the online questionnaires again. the program the mindfulness training program was prepared in light of mindfulness-based stress reduction (msbr) techniques and mindfulness-based cognitive therapy (mbct). the program was presented to five professors specializing in psychology to review before implementation, and what they suggested was modified. the program aims to develop mindfulness skills among yemeni students as a preventive goal to face the psychological problems that students may face in the future to alleviate the symptoms of academic burnout and stress. the program is also implemented through group counselling sessions due to the many students in the experimental group. the program relied on several techniques, including training in meditation, modelling, feedback, dialogue, discussion, lectures, and homework. these sessions were held in one of the halls of the college of education for eight weeks, two sessions per week. they were carried out by a doctoral student specializing in mental health and received training in meditation and cognitive-behavioral therapy. the trainer collected the data from the participants before and after the training. in addition, he guaranteed that no one in the control group participated or knew about the activity. measurements academic burnout. the arabic version of the maslach burnout inventory-student survey (mbi-ss; (schaufeli et al., 2002) was used, which contains three subscales and 15 items, each using a scale ranging from 0 (never) to 6 (always). this measure has been proven to be reliable and valid in arabic populations. example items are: "feel emotionally drained in studies figure 1. study sample study sample (160) students control group (80) students female (24) male (56) experimental group (80) students female (24) male (56) the effect of mindfulness meditation on academic burnout and perceived stress among muslim students: a quasi-experimental approach 158 islamic guidance and counseling journal vol. 6, no. 1, pp. 152-164, 2023 (emotional exhaustion)", "become cynical about the usefulness of study (cynicism)", and "do not feel like a good student (reduced academic efficacy)". cronbach alphas for mbi–ss and its subscales were .87, .71, 67, and .68, respectively. perceived stress. the perceived stress scale (pss) contains ten 5-point likert-type items (zimet et al., 1988), each using a scale ranging from 0 (never) to 4 (very often). its arabic translation has been verified to be an accurate and reliable test (see, for example, (memarpour et al., 2015). cronbach's alpha was 0.82 in this study. data analysis spss (version 23) were used to calculate means and standard deviations, and t-tests (independent and paired samples) were conducted to examine the differences between the groups before and after the training. results and discussion results the differences between the groups before the training the results (table 1) revealed no statistically significant differences between the scores of emotional exhaustion, cynicism, academic efficacy, and perceived stress in the control and experimental groups before the training. the differences between the groups after the training the results (table 2) revealed statistically significant differences between the scores of each emotional exhaustion, cynicism, academic efficacy, and perceived stress in both the control and experimental group after the training. the differences between experimental groups the results (table 3) revealed statistically significant differences between the scores of each emotional exhaustion, cynicism, academic efficacy, and perceived stress in the experimental groups before and after the training. discussion this study's hypotheses investigate mindfulness training's impact on academic burnout and perceived stress among muslim students. the study is significant in shedding light on the potential benefits of mindfulness training in addressing the challenges muslim students face in academic settings. the study was conducted on a sample of 160 muslim students, with half of the participants receiving mindfulness training while the other half served as the control group. the mindfulness training consisted of a twelve-week program that included mindfulness meditation, breathing exercises, and body scan practices. the participants were assessed using the academic burnout and perceived stress scales before and after the mindfulness training. the results of the study indicate that mindfulness training had a significant effect on reducing academic burnout and perceived stress among the participants. the participants who underwent mindfulness training reported lower levels of emotional exhaustion, denationalization, and reduced personal accomplishment than the control group. additionally, the participants who received mindfulness training reported reduced perceived stress levels compared to the control group. these findings are consistent with aldbyani, a., & al-abyadh, m. h. a. 159 islamic guidance and counseling journal vol. 6, no. 1, pp. 152-164, 2023 previous research that has highlighted the potential benefits of mindfulness training in reducing stress and burnout among individuals in different settings such as (roeser et al., 2013; ireland et al., 2017; green & kinchen, 2021; hathaisaard et al., 2022). mindfulness training has improved emotional regulation, attention, and cognitive flexibility, which may contribute to its positive effects on stress and burnout. our study is different because we focused on muslim students. the study's focus on muslim students is particularly relevant given this population's unique challenges in academic settings. muslim students may experience discrimination, isolation, and identity-related stress, contributing to academic burnout and perceived stress. the findings of this study suggest that mindfulness training may be an effective intervention to address these challenges. the study highlights the potential benefits of mindfulness training in reducing academic burnout and perceived stress among muslim students. the study's findings have important implications for educators and policymakers, who can incorporate mindfulness training into academic settings to support muslim students' well-being and academic success. further research is needed to explore the generalization of these findings to other populations and settings. implications studies indicate the importance of mindfulness in the educational system and the effect of the mindfulness program on increasing levels of academic performance, an improvement in all dimensions of self-concept, and a significant decrease in anxiety among students. there is also an indication of the importance of behavioral intervention programs based on mental alertness training in improving students' psychological and physical health. hence, the results of this study are of paramount importance to provide an understanding of the mechanism by which mental alertness works among muslim students and the relationships and roles between it and several variables that improve students' cognitive and emotional performance. this study table 1. independent samples tests for pretest-experimental and control groups variables control group experimental group t-test m sd m sd t df p emotional exhaustion 3.50 .370 3.50 .367 -.043 158 .966 cynicism 3.47 .303 3.50 .288 -.669 158 .504 academic efficacy 3.63 .323 3.59 .340 .715 158 .476 perceived stress 3.51 .270 3.53 .270 -.527 158 .599 note. *** p < 0.001. table 2. independent samples tests for post-experimental and control groups variables control group experimental group t-test m sd m sd t df p emotional exhaustion 3.39 .459 2.44 .375 14.331 158 .000 cynicism 3.47 .355 2.39 .433 17.236 158 .000 academic efficacy 3.61 .379 2.41 .429 18.708 158 .000 perceived stress 3.47 .342 2.57 .324 17.131 158 .000 note. *** p < 0.001. table 3. paired samples tests for pre-test and post-experimental groups variables pretest-experimental post-experimental t-test m sd m sd t df p emotional exhaustion 3.50 .367 2.44 .375 20.589 79 .000 cynicism 3.50 .288 2.39 .433 21.650 79 .000 academic efficacy 3.59 .340 2.41 .429 27.193 79 .000 perceived stress 3.53 .270 2.57 .324 27.710 79 .000 note. *** p < 0.001. the effect of mindfulness meditation on academic burnout and perceived stress among muslim students: a quasi-experimental approach 160 islamic guidance and counseling journal vol. 6, no. 1, pp. 152-164, 2023 is beneficial for muslim university students to introduce them to the concept of mental alertness, its characteristics and its effects on their academic life. mindfully, students accept new ideas and can benefit from all the experiences they experience. this study's results may help students ensure they spend their university life away from negative psychological pressures, enjoying their lives and psychological well-being. in addition, the interaction of the students in the program also reflects the importance of the study results, as the students expressed themselves in the current moment, which led to increased awareness and attention, and focus on emotions in the present moment. based on the preceding, this can be explained by the program's effectiveness because it contained training on mindfulness and improved the psychological state of these students. the skills of the program met their needs, which reduced their psychological stress. the results of this research can direct the attention of educators and specialists in psychology and mental health to psychological stress and its prevalence among students, knowing its sources and ways to confront it. in addition, the results will help to how to work to improve academic achievement and the quality of life of the university student by addressing topics of great importance to this category. limitations and suggestions for further research as with all studies, there are limitations; therefore, the first limitation of this research lies in the sample. the sample of the study consisted of students of sana'a university. to what extent the results are generalized to other students from other universities needs to be clarified. the second limitation is that this study adopted self-report measures that require participants to report on themselves for data collection, which implies that there may be a bias towards the desired response that may inflate the results. the last limitation is the potential effect of meditation training, as the sessions were only held once a week, which limits the frequency of meditation training. however, it could have been exploited to see what intervention might have had a more significant effect if the study had been conducted over a more extended or shortened study period although the current research results provide new evidence of mindfulness's effectiveness among muslim students, more research is needed to explore further the empirical links between standing meditation and other student aspects, such as personality and academic performance. future research should seek a more representative sample of undergraduates, including more ethnic diversity and students at all levels. future research should also be conducted in other educational institutions to determine whether the results of this research apply to different settings and ensure community representation and the generalization of the results. in addition, future research should adopt new data collection tools that do not include self-reporting, making bias towards the desired response almost nonexistent. conclusion the findings of the quasi-experimental study suggest that mindfulness training can be an effective intervention in reducing academic burnout and perceived stress among muslim students. the study demonstrated that participants who received mindfulness meditation training showed significant improvements in their levels of burnout and stress compared to the control group who did not receive the intervention. these results are consistent with previous research that has shown the beneficial effects of mindfulness training on various aspects of mental health and well-being. therefore, mindfulness meditation is viable for promoting university students' psychological well-being, particularly those experiencing academic burnout and stress. further research is needed to confirm these findings and to explore the potential benefits of mindfulness training in other populations and settings. aldbyani, a., & al-abyadh, m. h. a. 161 islamic guidance and counseling journal vol. 6, no. 1, pp. 152-164, 2023 acknowlegment this publication was supported by the deanship of scientific research at prince sattam bin abdulaziz university. author contribution statement the authors contributed equally to the completion of this research. references abdulkerim, n., & li, c. 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(1988). the multidimensional scale of perceived social support. journal of personality assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2 copyright holder : © aldbyani, a., & al-abyadh, m. h. a. (2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1177/0033294119899906 https://doi.org/10.1177/0018720821998110 https://doi.org/10.3399/bjgpopen18x101621 https://doi.org/10.1097/md.0000000000020493 https://doi.org/10.1207/s15327752jpa5201_2 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: nihayah, z., sururin, s., choirunnisa, c., hidayat, d. h. z., alim, s., & fayruz, m. (2023). the effect of forgiveness and spouse social support on marital satisfaction from the perspective of islamic ethics. islamic guidance and counseling journal, 6(1), 99-112. https://doi.org/10.25217/igcj.v6i1.3254 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the effect of forgiveness and spouse social support on marital satisfaction from the perspective of islamic ethics zahrotun nihayah1*, sururin sururin1, choirunnisa choirunnisa1 dinnisa haura zhafira hidayat1, syahirul alim1, mohammad fayruz2 1 universitas islam negeri syarif hidayatullah jakarta, indonesia 2 sekolah tinggi ilmu ekonomi ganesha, indonesia zahrotun.nihayah@uinjkt.ac.id* article information: received february 3, 2023 revised march 3, 2023 accepted march 23, 2023 keywords: forgiveness; marital satisfaction; spouse social support abstract this study aims to examine the effects of forgiveness and spouse social support on marital satisfaction in working wives from the perspective of islamic ethics. this quantitative study involved 225 participants from indonesia and employed purposive sampling. data were collected using a questionnaire with a likert scale model and were analyzed using multiple regression analysis techniques with the aid of the spss 22 program. the findings show that 1) forgiveness and spouse social support variables have a simultaneous effect on marital satisfaction variables. the variables of forgiveness and spouse social support have a combined influence of 63.8% on the marital satisfaction variable, with the remaining 35.9% influenced by other unexamined variables; 2) the forgiveness variable has a partial effect on the marital satisfaction variable; and 3) the spouse social support variable has a partial effect on the marital satisfaction variable. ethical entities such as forgiveness and spouse social support, in fact, have a significant influence in preventing larger conflicts that threaten the level of satisfaction and happiness in marriage. happiness in general is seen as cognitive, conative, and accidental according to islamic ethical theory. the harmonization of these three elements is crucial in islamic ethical principles and, even further, becomes an important factor in achieving happiness. the implication of this research is that factors such as forgiveness and spouse social support play a significant role in marital satisfaction among working wives, particularly within the framework of islamic ethics. introduction according to the latest report by the indonesian statistics bureau (2020), the number of divorce cases in indonesia increased significantly from year to year. in 2015, 5.89% of married couples divorced (living separately), or 3.9 million out of 67.2 million households. in 2020, the percentage of divorces increased to 6.4%, or 4.7 million out of 72.9 million households (statistik, 2020). this increase is undoubtedly concerning because every divorce will have a negative impact on the psychological condition of family members within it. the quality of marriage is a component that can provide happiness and well-being for husband and wife to maintain marital harmony (herawati et al., 2018). the quality of marriage reflects the harmony between husband and wife and is one of the factors preventing divorce (puspitawati, 2012). marital quality is reflected in family members' physical and psychological https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3254 https://orcid.org/0000-0002-4091-0266 mailto:zahrotun.nihayah@uinjkt.ac.id https://orcid.org/0000-0003-2030-950x https://orcid.org/0009-0005-3165-6859 https://orcid.org/0000-0002-9577-7183 https://orcid.org/0000-0002-8713-5738 the effect of forgiveness and spouse social support on marital satisfaction from the perspective of islamic ethics 100 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 conditions, including aspects of marital happiness and satisfaction in terms of economy, intimate relationships, communication, parenting, marital commitment, and child rearing (bulanda et al., 2016). many married women still choose to work outside the home, according to apollo and cahyadi (2012). this is shown by many women working in various fields such as health, politics, and the economy. there are several reasons why women who are married want to work. utami and wijaya (2018) describe that married women who work want to excel, actualize themselves, fill their free time, gain experience, and meet economic needs. marriage is a physical and spiritual bond and union between two people from different families, characteristics, habits, and cultures (anjani & suryanto, 2006). every married couple wishes to be satisfied with their marriage relationship (papalia et al., 2008). according to scott et al. (2013), dissatisfaction in a marriage can lead to divorce. commitment, disloyalty, conflict and debate, financial problems, drug abuse, and domestic violence can all impact. according to utami and wijaya (2018), the primary tasks that must be completed are those of married women who work as wives, mothers, and household movers. this is due to the traditional view that women must be more responsible for their roles in the home (utami & wijaya, 2018). on the other hand, as a female worker, she must deal with work routines such as set working hours, deadlines, and work targets. married and working women will undoubtedly positively and negatively affect their work and family lives. meanwhile, according to rahmadita (2013), the positive effect is improving the family economy and actualizing themselves. the negative consequences include marital dissatisfaction, decreased work performance, and job resignation (pluut et al., 2018). novenia and ratnaningsih (2017) contend that social support can come from family. the husband is the closest family member for a married woman who works, so social support from the husband is expected to alleviate the work-family conflict experienced. social support from a spouse, particularly from a partner, plays an essential role in stress at work, particularly for wives who are working women. according to cohan and mc kay (1984), in utami and wijaya (2018), moral support from a partner can help achieve life satisfaction and suppress conflicts resulting from the work-family conflict. according to sarafino and smith (2014), social support is the comfort, care, and assistance available to a person or group. meanwhile, badura et al. (1989) argued that the partner's social support came in the form of an emphasis on roles and the presence of other people to alleviate the stress caused by unpleasant situations. they found that social support from partners could alleviate work-related stress (sarafino & smith, 2011). according to frone et al. (1992), partners' social support can help reduce the impact of events that cause conflict. the positive relationship between social support and family interaction indicates a high level of marital satisfaction in the family (pratiwi, 2016). individuals require social support to maintain social relationships, overcome loneliness, adapt to society, and maintain a stable psychological state (gunuc & dogan, 2013). if the couple receives adequate social support, it will not only alleviate depression but will also increase marital satisfaction (herawati et al., 2018). the results of other studies indicate that high social support increases marital satisfaction, allowing depressive symptoms to decrease and stress to be managed (khan & aftab, 2013). based on this, good social support in a marriage bond can reduce depression and stress. the husband's social support is support received by the wife in the form of information, advice, or something that can encourage the wife to be more active in solving the problems she is facing (greenglass et al., 2006). in this case, the husband is an important figure in making decisions for a wife to make. the work of a wife also requires a prior decision from the husband, as this is a husband's right to his wife. the husband's decision to allow his wife to work is influenced by how the situation is perceived. because work is the primary responsibility of a husband, not a wife, not all husbands accept their wives to work. however, some husbands accept the role of their wives who work while continuing to fulfill their primary duties as nihayah, z., sururin, s., choirunnisa, c., hidayat, d. h. z., alim, s., & fayruz, m. 101 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 housewives. the husband's acceptance influences the wife's self-acceptance by encouraging her to think positively. islam has evolved into a set of values that promotes happiness for everyone, including the smallest social unit, the family. however, the act of achieving happiness has always been the most important concern and a fundamental goal for the "weltanschauung" human tradition. of course, islam is more than just a religion; it is a "worldview" and "way of life" that is ingrained in the beliefs of each of its adherents. therefore, happiness in the islamic tradition is not one-dimensional. islam considers many factors when determining what and how to achieve happiness, not just from authoritative sources like the qur’an and sunnah. outside of the muslim community, the concept of happiness adopts various intellectual traditions, as did the philosophers of the middle ages. nasr (2014) illustrates happiness using the concept introduced by abu nasr al-farabi, who adopted greek philosophical thought—particularly plato and aristotle—in reconstructing and combining "happiness" with islamic ethical values. happiness in the paradisal sense is always preceded by positive emotional encouragement through continuous gratitude. marriage with an islamic foundation provides a stimulus for happiness to husband and wife to always remind god of gratitude for good and bad situations. in a larger social context, this expression of gratitude is frequently overlooked, if not underestimated. indeed, expressions of gratitude are held in high regard not only by all religious teachings but also by various major societal traditions, where gratitude is regarded as an ethical attitude of the highest quality and the main capital for living a happy life (emmons & mccullough, 2004). gratitude creates positive emotions that grow from feelings of pleasure and feeling the benefits of whatever is obtained, influencing aspects of satisfaction in household life. moral discipline derived from self-knowledge is the path to happiness, whereby he will know who his god is by knowing his origin and life's purpose. happiness theory is articulated in ibnu miskawayh's ethical concept, which is formed by a set of "values" from past realities in each person's cognitive, accidental, and conative space. cognitive activity refers to human activity in general in terms of knowing, feeling, and thinking, including how someone has to choose (discrimination) and make a decision after consideration (evaluation). accidents give rise to actions motivated by lust and desire, impulses, emotions, and feelings, as well as pleasure, joy, compassion, and kindness, among other things. the feeling of affection and the strong desire for lust/desire is not inherent and inherent (accidental) in the heart ('awarid alnafs) but are formed through a responsive process that comes from outside of himself. there appears to be a harmonious blend of human balance theory, which holds that the spirit is essential for all aspects of humanity. meanwhile, the body and all of its fulfillment "overwhelm" and becomes a constant burden (superimposition) for the spirit so that the end result, or this harmonization, is what manifests in actual reality. thus, conative is the result of a combination of cognitive and accidental realities that shape behavior through a series of processes, either due to the influence of one or both (cognitive and accidental) or a combination of both (ansari, 1963). thus, islamic ethics positively influence a person's personality regarding attitudes, behavior, and perspectives, providing positive control and response to everything that happens to them, both internally and externally. this study can determine the extent to which social support—particularly from husbands—influences wives who work on marital happiness. marriage happiness and wellbeing will be viewed through the lens of islamic ethics. as is well known, happiness and wellbeing in marriage are supported by a person's positive emotional attitude, articulated through islamic ethical values. the highest moral disciplines derived from islamic values are patience, gratitude, and forgiveness. islamic ethical values should inherently influence every muslim individual's cognitive, conative, and accidental aspects, which substantively form positive behavior (taqwa) and morals (akhlak), which in turn can resolve conflicts within themselves the effect of forgiveness and spouse social support on marital satisfaction from the perspective of islamic ethics 102 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 and their families. the effect of social support for partners and forgiveness needs more research, not just reading through the perspective of islamic (theological) ethics. to get better results, it is necessary to involve sociological aspects by paying attention to social structure. so far, in urban society, married and working women will undoubtedly have positive and negative effects on work and family life. meanwhile, according to ihromi (1990), cited in rahmadita (2013), the positive impact is improving the family economy and being able to actualize herself. the negative consequences include marital dissatisfaction, decreased work performance, and resignation from work (pluut et al., 2018). even though moral principles, such as miskawayh's ethical theory, can positively affect marital happiness, they are still limited to the context of specific social layers and even tend to ignore aspects of social structure. so far, cohan and mc kay's social support has been limited to reducing the partner's stress level or narrowing the conflict spaces that can disrupt domestic harmony, effectively ignoring ethical and moral aspects that have a spiritual impact on marital happiness. rationale of the study the findings of this study are expected to fill a gap in ethical and moral-religious studies that positive psychology studies have previously neglected. happiness and well-being are inextricably linked to the development of ethics and morals based on the values of religious teachings, in this case, islam. the philosophical approach introduced by its figures through the theorization of islamic ethics is thought to be very useful in revitalizing happiness and prosperity in modern society. the rapidly changing social reality and the increasingly widespread and diverse social structure require a multidisciplinary set of analytical methods, such as a religious approach to viewing social reality, particularly the smallest social unit, namely the family. to achieve harmony in family life, ethics combines theological beliefs and historical facts while remaining rooted in the values of religious teachings. harmonization, on the other hand, is the most important factor in achieving marital happiness because it incorporates ethics into everyone's way of thinking and will. forgiveness is an important issue that must be addressed in individual lives to achieve happiness in marriage. forgiveness in a marriage can expose existing marital conflicts, particularly conflicts between working partners. as a result, forgiveness becomes very important for individuals in practicing life so that they do not take the path of divorce in overcoming existing problems. chew sook investigated quantitative research involving 120 married respondents and used the heartland forgiveness scales and enrich marital satisfaction scales, with the results indicating that the age factor shows a difference in the level of comprehension (wah, 2013). compared to older ages, the younger age has a lower level of forgiveness. their study also reveals a link between marital satisfaction and forgiveness. the more someone can forgive, the more likely they will be satisfied with their marriage. zechmeister and romero (2002) state that victims frequently forgive because they must fulfill a social role in society. according to spring and spring (2006), forgiveness begins with someone expressing pain after a painful event, then progresses to corrective experiences that rebuild trust and intimacy. based on some of the expert figures' explanations of forgiveness, it can be concluded that forgiveness is a change in the attitude of individuals who have been hurt not to retaliate with the same actions towards people who have hurt them because this gives more peace in the heart. thus, based on the various definitions described above, the concept of forgiveness used in this study refers to the theory expressed by mccullough (2001), namely the willingness to let go of mistakes made by individuals who have offended or committed wrongdoing to other individuals. however, forgiveness in a marriage bond is a difficult thing to achieve. there is much debate about whether the person who someone most often hurts is the person they love nihayah, z., sururin, s., choirunnisa, c., hidayat, d. h. z., alim, s., & fayruz, m. 103 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 (fincham et al., 2004). mistakes made by the partner will be interpreted as intentional treatment and a form of disrespect for the partner, causing the wounds inflicted by the partner to sting even more. as a result, it is difficult for a genuine partner to forgive and forget their partner's errors. because it is associated with fluctuating individual emotions, dynamic and highly reactive to external stimuli, the process of forgiving necessitates hard work, strong will, and mental training (wardhati & faturochman, 2006). purposes of the study previous research found that forgiveness is an important act in a marriage that explains how couples deal with partner conflict (allemand et al., 2007) to discover the relationship between values in marriage and forgiveness with harmony from a negative to a more positive direction (nancy et al., 2014). then, according to paleari et al. (2009), there is a significant relationship between forgiveness and marital satisfaction. forgiveness, according to the researchers, can change feelings of offense and negative thoughts toward a partner. based on this description, the goal of this study seeks to investigate: (1) is there a simultaneous joint effect of forgiveness (x1) and spouse social support (x2) on marital satisfaction (y)? h0: there is no simultaneous joint effect of forgiveness (x1) and spouse social support (x2) on marital satisfaction (y) h1: there is a simultaneous joint effect of forgiveness (x1) and spouse social support (x2) on marital satisfaction (y) (2) is there a partial effect of forgiveness variable (x1) on marital satisfaction (y)? h0: there is no partial effect of forgiveness variable (x1) on marital satisfaction (y) h1: there is a partial effect of forgiveness variable (x1) on marital satisfaction (y) (3) is there a partial influence of spouse social support (x2) on marital satisfaction (y)? h0: there is no partial influence of spouse social support (x2) on marital satisfaction (y) h1: there is a partial influence of spouse social support (x2) on marital satisfaction (y) methods design in this study, a cross-sectional research design was applied to investigate the relationship between forgiveness, spouse social support, and marital satisfaction among working wives from the perspective of islamic ethics. the data on forgiveness, spouse social support, and marital satisfaction were collected simultaneously, allowing for a snapshot of the relationship between these variables at one point in time. since cross-sectional research does not involve following participants over time, determining causality is impossible. however, it is useful in identifying correlations between variables and providing a general understanding of the relationship between them. additionally, the use of a quantitative approach allowed the researchers to use multiple regression analysis techniques to examine the influence of forgiveness and spouse social support on marital satisfaction. overall, the cross-sectional research design was an appropriate choice for this study as it allowed for the efficient collection of data on forgiveness, spouse social support, and marital satisfaction at one point in time, enabling the researchers to draw conclusions about their relationship. participants this study involved working women who were already married, aged between 22-55 years, muslim, and had children. a total of 225 participants were recruited from various professions, with varying lengths of marriage and income levels. the participants were recruited using an online survey through google forms due to the wide distribution of the population of interest. including participants from various professions, length of the marriage, the effect of forgiveness and spouse social support on marital satisfaction from the perspective of islamic ethics 104 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 and income levels aimed to enhance the generalizability of the findings. by including diverse participants, the study aimed to capture the variability in attitudes and behaviors toward forgiveness, social support, and marital satisfaction. the study was conducted in indonesia, where there is growing concerned over the increasing divorce rates. the findings of this study could potentially provide information for intervention strategies to improve marital satisfaction and reduce the likelihood of divorce among working women in indonesia. the sampling was done using a non-probability sampling technique, which means that not all populations have the same chance of becoming research subjects. meanwhile, the sampling method used was purposive sampling, in which the researchers determined the sample by specifying special characteristics relevant to the research. instruments data were collected using a questionnaire and a likert scale model. in this study, a 4point likert scale was used. respondents were asked to provide their responses by selecting one of the four categories: strongly agree (4), agree (3), disagree (2), and strongly disagree (1). a 4-point likert scale can measure respondents' perceptions and opinions on statements or questions in the questionnaire. in this research, the use of a 4-point likert scale can provide relevant and useful information regarding respondents' perceptions and opinions on the variables studied, namely forgiveness, spouse social support, and marital satisfaction. this research was conducted in indonesia with people who are not english users. instruments are customized language, constructs, and content. validation is carried out by experts. a total of 3 experts were involved with expertise in instrument development, psychometrics, and language. expert validation results are calculated using the aiken formula. the measurement tool used in this study to assess individuals' forgiveness behavior (x1) was trim-18 (transgression-related interpersonal motivations) by mccullough et al. (2006). the researchers reduced the number of items from 18 to 16, covering three dimensions: avoidance motivations (6 items), revenge motivations (4 items), and benevolence motivations (3 items) (6 items). sarafino (2011) developed the spouse social support scale (x2) based on social support theory, and it measures five dimensions: emotional support, esteem support, instrumental support, information support, and network support. this item received 32 responses using a 4-point likert scale format. further, the present study used the enrich marital satisfaction (ems) measure developed by fowers and olson (1993) to assess individuals' marital happiness (y). this instrument includes 33 statement items and ten dimensions: communication, leisure activity, religious orientation, conflict resolution, financial management, sexual relationship, family and friends, children and parenting, personality issues, and equalitarian roles. data analysis in this study, data were analyzed using multiple regression analysis techniques with the aid of the spss 22 program. preliminary testing was performed to determine whether the created regression model could be used as a good predictor. the most common assumption tests used are normality, heteroscedasticity, and multicollinearity tests. the t-test was used to determine the role of each independent variable in influencing the dependent variable. if the significance of t > than the desired value of α, then all independent variables have no effect on the dependent variable. if, on the other hand, the significance value of t < α value, then the independent variable influences the dependent variable partially. in this study, the t-test is related to research objectives 2 and 3. the f test was used to determine whether the independent variables had a significant effect on the dependent variable when they were combined. the significance level with a significance standard of 5% could be used to determine whether or not the independent variable nihayah, z., sururin, s., choirunnisa, c., hidayat, d. h. z., alim, s., & fayruz, m. 105 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 had an effect on the dependent variable. if the significance level obtained from the results is greater than 5%, h0 is rejected; if the significance level obtained from the results is less than 5%, h0 is accepted. this f test is used in conjunction with the study's first objective. a multiple linear regression analysis model was used as the analysis model. this model was used to determine the effect of the independent variables on the dependent variable. the statistical equation used was as follows: y = c + β1 * x1 + β2 *x2 results and discussion results table 1 shows that the forgiveness variable has a minimum value of 52 and a maximum value of 61 with a mean score of 56.08. the standard deviation is 2.549. the spouse social support (sss) variable has a minimum value of 81 and a maximum value of 120 with the average score is 102.29. the standard deviation is 8.005. the variable of marital satisfaction for working wives has a minimum value of 66 and a maximum value of 136 with the average score is 103.07. the standard deviation is 13.280. table 1. descriptive research data (n = 225) no variables min max m sd 1 forgiveness 52 61 56.08 2.549 2 spouse social support 81 120 102.29 8.005 3 marital satisfaction for working wives 66 136 103.07 13.280 test pre-requisites residual normality test the normality test was carried out to test whether the regression equation's residual values were normally distributed. the normality test in this study used the shapiro-wilk test. the results showed that the residual were normally distributed (p > .052). furthermore, the results of q-q plot presented in figure 1. the residual normality test, in addition to the shapiro-wilk test, can be seen through the q-q plot of residual normality. based on figure 1, it is clear that the plot (point) is on or close to the normal line. based on these figures, the data used in this study for each variable was normally distributed. figure 1. q-q plot of residual normality figure 2. scatter plot of heteroscedasticity heteroscedasticity test the heteroscedasticity test was used to determine whether the variance of the residual values was similar across all observations in the regression model. the scatterplot could be used to determine the heteroscedasticity test. the results of the heteroscedasticity test are shown in figure 2. figure 2 illustrates the occurrence of scatter plots or the absence of specific patterns. this shows that there are no signs of heteroscedasticity in the data used. the effect of forgiveness and spouse social support on marital satisfaction from the perspective of islamic ethics 106 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 multicollinearity test the multicollinearity test was used to determine whether or not there was a correlation between the two variables in the regression model. the tolerance value > .1 and or the vif value > 10 could be used to determine the multicollinearity test. if this condition was met, there would be no problem with multicollinearity. the tolerance value for the forgiveness and spouse social support variables is .826, while the vif value is 1.236. this shows that there is no problem with multicollinearity in this study. hypothesis testing this study used multiple linear regression analysis techniques to examine hypothesis testing. the analysis includes the f test, t-test, determination test, and regression equation. f test the f test was used to determine whether the independent variables added to the regression model affect the dependent variable at the same time with the decision-making criteria when h0 is accepted and h1 is rejected if the p > .05, indicating that the independent variable has no effect on the dependent variable. the independent variables then affect the dependent variable simultaneously when h0 is rejected, and h1 is accepted if the p > .05. the spss version 22 application was used to analyze the f test in this study. the f test results are shown below. table 2. f test results model sum of squares df mean square f p regression 25210.925 2 12605.462 195.788 .000b residual 14293.075 222 64.383 total 39504.000 224 table 2 shows a significance value of .000 or a p > .05, indicating that h0 is rejected and h1 is accepted. this demonstrates a simultaneous influence of forgiveness and spouse social support on the variable of marital satisfaction in working wives. t-test the t-test was used to see if the independent variables included in the regression model had any effect on the dependent variable. the decision-making criterion when h0 is accepted, and h1 is rejected if the p > .05, indicating that the independent variable has no effect on the dependent variable. when h0 is rejected, and h1 is accepted if the p < .05, the independent variables partially influence the dependent variable. table 3. t-test results model b se β t p constant -133.012 11.958 -11.123 .000 forgiveness 3.922 .234 .753 16.776 .000 spouse social support .157 .074 .095 2.113 .036 table 3 shows that the forgiveness variable has a significance value of .000 or p < .05, indicating that h0 is rejected and h1 is accepted. this demonstrates that the variable of forgiveness has a partial effect on the variable of marital satisfaction in working wives. meanwhile, the spouse social support variable has a significance value of .036 or p < .05, indicating that h0 is rejected and h1 is accepted. this demonstrates that the variable of happiness has a partial effect on the variable of marital satisfaction for working wives. nihayah, z., sururin, s., choirunnisa, c., hidayat, d. h. z., alim, s., & fayruz, m. 107 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 determination test to determine the proportion of variation (contribution) of the dependent variable by the independent variables, the coefficient of determination r2 (r square) test was performed. the r square value is .648. this demonstrates that the variables forgiveness and spouse social support have a 64.1% influence on the marital satisfaction variable for working wives, with the remaining 35.9% influenced by other variables not examined. furthermore, table 3 shows that the coeficients indicated that forgiveness (β = .753, p < .05) and spouse social support (β = .095, p < .05) were signifincat predictors for marital satisfaction. discussion marriage satisfaction improves with forgiveness. this research indicates a positive influence of forgiveness on marital satisfaction, suggesting that forgiveness has a significant contribution to the improvement of marital satisfaction. mccullough (2001) argued that forgiveness includes the willingness to let go of mistakes made by people who have offended or wronged others. zechmeister and romero (2002) state that victims frequently forgive to fulfill a social role in society. in the life of a muslim, satisfaction is closely related to what is known as "ridha" (contentment) in the qur'an, where this concept is a reciprocal form of "take and give" as a capital to achieve the highest happiness. this is made clear in one of the verses of the qur'an, where calm and contentment can be achieved simultaneously between himself and god, pleased and pleased with each other, allah will say to the righteous, “o tranquil soul! (radliyah) return to your lord, well pleased with him (mardliyah) and well-pleasing to him” (q.s.: 89: 27-28). marriage satisfaction is non-material in nature, and it is supported by mutual acceptance between husband and wife for both to find peace. the term "sakinah," as mentioned in the qur'an, provides a very interesting illustration of this "sakinah" husband and wife, where the term connotes "tranquility" (sakana) after anxiety occurs. the knife is known as "sikkin" in arabic because it is a tool that calms the animal and causes it not to move after it has previously struggled. sakinah, in contrast to animal death, is a dynamic and active calm (shihab, 1996). according to spring and spring (2006), forgiveness is part of a process that begins with someone expressing their pain following a painful event, then progresses to undergoing corrective experiences that rebuild trust and intimacy. based on some of the expert figures' explanations of forgiveness, it can be concluded that forgiveness is a change in the attitude of individuals who have been hurt not to retaliate with the same actions against people who have hurt them, because this gives more peace in the heart. however, forgiveness in a marriage relationship is not easy to achieve. there is much debate about the fact that the person who someone most frequently hurts is the person they love (fincham et al., 2004). mistakes made by the partner will be interpreted as intentional treatment and a form of disrespect for the partner, causing the wounds inflicted by the partner to sting even more. therefore, it is difficult for a sincere partner to forgive and forget their partner's mistakes. because it is associated with fluctuating individual emotions, dynamic and very reactive to external stimuli, the process of forgiveness necessitates hard work, strong will, and mental training (wardhati & faturochman, 2006). forgiveness becomes very important for individuals in practicing life so that they do not take the path of divorce in overcoming existing problems. the greater one's ability to forgive, the more likely one is to be satisfied with their marriage (askari, 2016; wah, 2013). social support from a spouse has a positive effect on marital satisfaction. spouse's social support is positively related to marital satisfaction, implying that a higher level of spouse's social support is associated with a higher level of marital satisfaction. this demonstrates the beneficial effect of the spouse's social support on marital satisfaction, highlighting the significant contribution of spouse's social support to improving the quality of marital life. this the effect of forgiveness and spouse social support on marital satisfaction from the perspective of islamic ethics 108 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 finding is consistent with putrianti (2007), which shows that whether or not a husband or partner provides support has a direct effect on the wife's feelings about her dual role; the wife can feel burdened or satisfied. when both the workload at home and the work at the office require a high level of attention, the husband can take the initiative to assist his wife in completing the task. several studies have found a significant link between forgiveness and marital satisfaction. according to entezar et al. (2011), forgiveness by a partner can help a partner deal with conflicts in the household and achieve marital satisfaction (herawati & widiantoro, 2019). the findings of this study also support the findings of soeharto (2013), who found that the social support of the husband influences marital satisfaction. this demonstrates that a working wife requires social support from her husband for the wife to be satisfied in her marriage. the husband's support is assistance in the form of actions that are beneficial to the wife by involving emotion, information, instrumental, appreciation, and motivation, all of which are given to the wife in full. according to rima and raudatussalamah (2012), the husband is one of the most important people in a wife's life because he is the first and foremost person who encourages his wife before other parties. greenglass et al. (2006) also revealed that the husband's social support is the support the wife receives in the form of information, advice, or something that can be encouraging so that the wife is more active in solving the problems she is facing. the burden the wife feels can be reduced with the husband's assistance, and the wife will feel loved, cared for, and appreciated by her husband (dewi & saman, 2010). implications the implication of this research is that factors such as forgiveness and spouse social support play a significant role in marital satisfaction among working wives, particularly within the framework of islamic ethics. the findings indicate that forgiveness and spouse social support have a strong combined influence on marital satisfaction, and both have individual partial effects. therefore, in the context of islamic ethics, it is important to consider these factors as ethical entities that can help prevent larger conflicts that may threaten happiness and satisfaction in marriage. furthermore, this research also shows that happiness in marriage is seen as a cognitive, conative, and accidental matter in islamic ethical theory. therefore, it is crucial to harmonize these three elements well in achieving happiness. these implications can serve as a reference for relevant parties, such as society, researchers, and marriage counselors. for society, the findings of this study have important implications, particularly for married couples. the results suggest that forgiveness and social support from a spouse are key factors in maintaining a satisfying and healthy marriage. therefore, couples experiencing marital difficulties may benefit from learning about and implementing forgiveness and social support strategies in their relationships. additionally, the general public can benefit from understanding the importance of forgiveness and social support in reducing the likelihood of marital problems and divorce. further, for the researchers, this study provides valuable insights into the relationship between forgiveness, social support from a spouse, and marital satisfaction. the findings contribute to the existing body of literature on marital relationships and provide a foundation for further research in this area. future research could explore additional factors influencing the relationship between forgiveness, social support, and marital satisfaction, such as communication and conflict resolution strategies. the results of this study also suggest that interventions focused on promoting forgiveness and social support may be effective in improving marital satisfaction. the results of this study have practical implications for marriage counselors. the findings suggest that forgiveness and social support from a spouse are essential factors in promoting marital satisfaction. marriage counselors may consider incorporating forgiveness and social nihayah, z., sururin, s., choirunnisa, c., hidayat, d. h. z., alim, s., & fayruz, m. 109 islamic guidance and counseling journal vol. 6, no. 1, pp. 99-112, 2023 support strategies into their therapeutic interventions to help couples improve their relationships. additionally, understanding the importance of forgiveness and social support in promoting healthy marriages can help counselors better identify and address issues contributing to marital difficulties. limitations and suggestions for further research this study is still very limited to the behavioral aspects that promote marital satisfaction and happiness. forgiveness, patience, and gratitude are examples of ethical values absorbed from islamic teachings that are still in the cognitive and conative stages and have not fully penetrated the accidental aspect or the combination of cognitive and conative. a broader spectrum is required to discover other factors related to happiness that are read from the perspective of islamic ethics. changes in social structure, the fading of traditions as a result of modernization, not to mention the reception of various religious and cultural values in the reality of society, require a separate section to read more clearly the factors that drive marital satisfaction and happiness. however, "what cannot be done as a whole, then only a part is sufficient and should not be abandoned" (maa la yudraku kulluh la yutraku kulluh). conclusions based on the research findings and discussions, the following conclusions can be drawn: 1) variables related to forgiveness and spouse social support have a simultaneous effect on marital satisfaction variables for working wives. the variables of forgiveness and spouse social support have a combined influence of 63.8% on the marital satisfaction variable on working wives, with the remaining 35.9% influenced by other unexamined variables; 2) the forgiveness variable has a partial effect on the marital satisfaction variable for working wives; and 3) the spouse social support variable has a partial effect on the marital satisfaction variable for working wives. the perspective of islamic ethical theory developed by ibnu miskawayh in measuring satisfaction and happiness, in particular, becomes an additional factor to provide accurate results when measuring aspects of marital happiness. ethical entities such as forgiveness and spouse social support, in fact, have a significant influence in preventing larger conflicts that threaten the level of satisfaction and happiness in marriage. social support from husbands to working wives is deemed insufficient if it is not accompanied by an ethical awareness that humans are "khalifah" who bear responsibility for all their actions and deeds. humans, as "ethical beings," always consider various factors when making a decision, and as a whole, patience, gratitude, and forgiving attitudes affect the quality of family happiness. acknowledgment the authors would like to thank all respondents participated in this study and also to universitas islam negeri syarif hidayatullah jakarta for the full support provided. author contribution statement zn leads the research from the initial to the final stage of research and is responsible for designing and writing the overall manuscript. ss and sa focuses on developing the rationale, purpose of the study, the religious content of the manuscript, findings, and reviewing the final manuscript. cc and dhzh contribution are on data collection, data management, data analysis, and data results. mf focuses on writing the findings, discussion and final section of the manuscript. references ahmad, a. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://www.esaunggul.ac.id/wp-content/uploads/2019/03/1.-hubungan-dukungan-sosial-pasangan-dengan-konflik-pekerjaan-keluarga-pada-ibu-bekerja.pdf https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=wah%2c+c.+s.+%282013%29.+kesan+kemaafan+terhadap+kepuasan+perkahwinan.+universitas+kebangsaan+malaysia.+&btng= https://docplayer.info/29770333-psikologi-pemaafan-oleh-latifah-tri-wardhati-faturochman.html https://docplayer.info/29770333-psikologi-pemaafan-oleh-latifah-tri-wardhati-faturochman.html https://doi.org/10.1037/0022-3514.82.4.675 https://doi.org/10.1037/0022-3514.82.4.675 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: hayati, s., manzour, r., haj hashemi, f., & rajab dizavandi, a. (2023). the relationship between coronavirus anxiety, resilience, and islamic beliefs in hemodialysis patients during the pandemic: a survey in iran. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3166 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the relationship between coronavirus anxiety, resilience, and islamic beliefs in hemodialysis patients during the pandemic: a survey in iran somayeh hayati1, rezvaneh manzour*1, fatemeh haj hashemi2, ahmad rajab dizavandi1 1 north khorasan university of medical sciences, iran 2 isfahan university of medical sciences, iran rezvaneh.manzoor@yahoo.com* article information: received december 9, 2022 revised january 10, 2023 accepted february 21, 2023 keywords: anxiety; covid-19; hemodialysis; religious beliefs; resilience abstract the corona virus disease has been converted into one of the greatest present public health crises. patients with chronic diseases, including people with kidney failure undergoing hemodialysis treatment, are one of the main groups at risk of corona virus. the present study aimed at investigating the relationship between corona virus anxiety, resilience, and religious beliefs in hemodialysis patients during the covid-19 pandemic in iran. a total of 160 patients undergoing hemodialysis participated in this cross-sectional study. the data was collected by convenient sampling from three hemodialysis centers during april 15 to may 15, 2022 in northern khorasan province. patients completed four questionnaires: demographic information questionnaires, corona disease anxiety scale (cdas), connor-davidson resilience scale (cd-risc) and golriz and baraheni's religious attitude (2013). data were analyzed using stata14. the findings showed that 98.8% of the participants had mild anxiety and 1.2% had moderate anxiety. anxiety (the physical component) had an inverse relationship with resilience (control component) (p < .05); also, resilience and its components had a direct correlation with religion (p < .05). resilience and religious beliefs are related to corona anxiety in hemodialysis patients, and targeting these two components through psychological treatments can be effective in reducing corona anxiety. introduction in december 2019, the spread of a viral disease was reported in the city of wuhan, china (he et al., 2020). the cause of this disease was a new type of genetically mutated virus from the corona virus family called sars-cov-2, which was named covid-19 disease. covid-19 spread rapidly throughout china and the world (zhu et al., 2020). the world health organization declared covid-19 as the sixth health emergency of international concern. more than 203 countries, regions or territories were affected (moghanibashi-mansourieh, 2020). so far, more than 180 million people have been diagnosed with covid-19, and about 4 million people worldwide have lost their lives as a result of affliction with coronavirus (silver et al., 2021). the virus can cause symptoms such as fever, dyspnea, cough, and invasive lesions in both lungs of patients; it can also spread to the lower respiratory tract and cause viral pneumonia (zhu et al., 2020). this disease has a high virulence and the result of this great pandemic was https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3166 mailto:rezvaneh.manzoor@yahoo.com https://orcid.org/0000-0002-1974-3133 https://orcid.org/0000-0002-0475-2141 https://orcid.org/0000-0003-1322-8410 https://orcid.org/0000-0003-4452-5135 the relationship between coronavirus anxiety, resilience, and islamic beliefs in hemodialysis patients during the pandemic: a survey in iran 46 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 the occupation of hospital beds, excessive fatigue and burnout of treatment teams and home quarantine of people, which has caused negative psychological effects at the community level (wu & mcgoogan, 2020). chronic kidney disease (ckd) is a global health problem (yang et al., 2021). this disease progresses in a five-stage course to end-stage renal failure, which is called end-stage renal disease (esrd). at this stage, the patient needs kidney replacement treatments, i.e. dialysis (hemodialysis or peritoneal dialysis) or even kidney transplant to continue living (hoang et al., 2018). according to statistics, by the end of 2017, there were 697.5 million patients with chronic kidney disease in the world (bikbov et al., 2020) and this amount is expected to increase to 5.4 million people by 2030 (bikbov et al., 2020; liyanage et al., 2015). this study will focus on hemodialysis, i.e., the most common treatment option. living with dialysis is a constant challenge for these patients due to the need to follow the treatment plan, dietary restrictions, and changes in function (cukor et al., 2006; jafari et al., 2018). in addition to the physical disorders caused by the disease and its complications, esrd patients have a high prevalence of psychiatric problems (yang et al., 2021). the psychological health of esrd patients has been a concern for many years since the beginning of dialysis treatment (cukor et al., 2006). loss of kidney function and urinary excretion can cause a severe emotional crisis in the patient (depasquale et al., 2012). the life expectancy of dialysis patients is one-third to onesixth of the general population of the united states (cukor et al., 2006). considering this background, the investigation of psycho-social factors affecting hemodialysis patients gives us the necessary knowledge to identify and manage mental problems in this population. one of the most common psychological consequences of the stressful situation caused by the corona virus is anxiety and the lack of information on how to effectively deal with it (stankovska et al., 2020). anxiety is a feeling of tension, apprehension and physical changes such as increased blood pressure, diaphoresis, tremors, vertigo or tachycardia (feng, 2022). when anxiety is higher than normal, it weakens the body's immune system, and as a result, the risk of catching the virus increases (moghanibashi-mansourieh, 2020). corona anxiety is the anxiety caused by fear of affliction with corona virus (bajema et al., 2020). it seems that the reason for corona anxiety is mostly the unknown nature of the virus and cognitive ambiguity, lack of definitive treatment, forced quarantines and economic problems caused by the epidemic (bajema et al., 2020; ferreira et al., 2021). the results of studies have shown that psychological factors such as disease anxiety make a person vulnerable to this virus (stankovska et al., 2020). for this purpose, it is necessary to extract and examine variables correlated to corona anxiety so that its negative consequences can be controlled and reduced. resilience is a potential human psycho-social ability that can reduce negative emotions and promote adaptation to adversity; it is a dynamic process whereby people exhibit positive adaptive behaviors when faced with adversity (chon et al., 2020; morse et al., 2021). individuals with strong resilience adapt to conditions faster, have the ability to plan for longterm goals, recover from injury more quickly, and become less anxious and disturbed when faced with it (everly et al., 2012; rezaei et al., 2018). resilience has been considered as an important process in the experience and management of chronic diseases. this adaptive response can be an important determinant in treatment adherence (freire de medeiros et al., 2017). it can also be used as a therapeutic method to reduce patients' anxiety (lupe et al., 2020). hence, research on resilience is carried out with the aim of preventing the occurrence of problems by strengthening the individual's resilience. besides, a high level of psychological resilience significantly reduces the risk of anxiety (poudel-tandukar et al., 2019). consequently, in the corona virus pandemic, the tenacity of resilient people can be an effective factor in controlling anxiogenic conditions. in hayati, s., manzour, r., haj hashemi, f., & rajab dizavandi, a. 47 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 its latest statements, the world health organization has examined health from the perspective of four basic physical, mental, social and spiritual dimensions (organization, 2005). the emphasis on the fourth dimension, that is, spirituality, which is one of the components of religious belief, displays the awareness of the authorities and mental health professionals about this issue and their emphasis on the importance of spirituality in the lives of people in community (kowalczyk et al., 2020; milner et al., 2020). religious beliefs are a religious motivation that originates from human nature (allport, 1966). in this way, a person feels a motivation in the depths of his being that makes him research about the creator of the universe, worship him, find solutions, and take refuge in him (zahirikhah et al., 2018). when disease is concerned, the discussion of seeking healing and subsequently, religious beliefs and hope for the life of the patients are also raised (estakhri et al., 2017). it is emphasized in the religious teachings of islam that, based on the cause-andeffect system governing the world and the universe, if someone does not provide the necessary conditions to face natural events and diseases, s/he will be vulnerable and subject to events and diseases. in such cases, the disease cannot be attributed to god, because he is just and kind and does not oppress anyone (mahmoodi et al., 2022). rationale of the study new studies have shown that in the issue of mental health, differences in religious attitudes are more important than differences in religious practices (francis et al., 2004). some studies confirmed the positive effects of religious attitude on mental health and revealed that with increasing religious attitude, mental health also increases (koenig, 2012; sadeghi et al., 2010). in recent years, some studies have been conducted on the mental health of people suffering from chronic diseases, including hemodialysis patients, and psychosocial factors affecting them; nevertheless, with the spread of the coronavirus pandemic and its significant impact on mental health, lack of research about these people and factors correlated to their mental health is clearly visible. considering the point that mental health is one of the axes of evaluating the health of different societies and given that the spread of a viral pandemic with high virulence has a great impact on the mental health of people suffering from chronic diseases, including people undergoing hemodialysis treatment. objectives in the present study, we are looking for an answer to the question of whether there is a relationship between corona disease anxiety, resilience, and religious beliefs in hemodialysis patients during the corona pandemic. considering the importance of the mentioned variables, in the existing research background, no study has been conducted so far to identify the relationships between these three variables. methods study design and setting this was a cross-sectional and descriptive-analytical study. the research setting was three hemodialysis centers (imam ali hospital, iran mehr clinic in bojnoord, and imam khomeini hospital in shirvan) affiliated to northern khorasan university of medical sciences. imam ali hospital with 18 beds, iran mehr specialized clinic with 11 beds, and imam khomeini hospital in shirvan with 15 beds admit patients in two shifts (morning and evening). sample size and sampling the statistical population of this research consisted of all hemodialysis patients referred to selected hospitals of northern khorasan province in 2022. patients who met the inclusion the relationship between coronavirus anxiety, resilience, and islamic beliefs in hemodialysis patients during the pandemic: a survey in iran 48 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 criteria were considered eligible to participate in the research. inclusion criteria were: being treated with hemodialysis, having the ability to read and write, and having a desire to participate in the study. exclusion criteria were: psychological and physiological instability during sampling, and failure to complete more than 10% of each of the questionnaires. the following formula was used to determine the statistical sample size. 𝒛𝟐 × 𝝆(𝟏 − 𝝆) 𝒆𝟐 the sample volume was calculated to be 160 patients with a confidence level of 95%, a population ratio of .5, a degree of accuracy of .08, and considering 6% attrition rate. convenient sampling method was used. instruments demographic information questionnaire this questionnaire includes 13 items about gender, age, marital status, number of children, education, occupation, income (sufficient or insufficient), health insurance, duration of kidney disease, duration of hemodialysis treatment, number of dialysis sessions per week, corona virus vaccination, and affliction with corona virus. the corona disease anxiety scale (cdas) this tool was prepared and validated to measure the anxiety caused by the spread of the corona virus in iran (alipour et al., 2020). the final version of this instrument entails 18 items and 2 components (factors). items 1 to 9 measure psychological symptoms and items 10 to 18 measure physical symptoms. this tool is scored on a 4-point likert scale (never=0, sometimes=1, most of the time=2, and always=3); therefore, the highest and lowest scores obtained by respondents in this questionnaire vary between 0 and 54. high scores in this questionnaire indicate a higher level of anxiety in people. the cdas displayed an appropriate internal consistency. its cronbach’s α was estimated at 0.91 for samples who were aged 18–60 years. the cdas shows a convergent validity with general health questionnaire-28 [ghq280 (r = .48, p = .01)]. besides, the cdas enjoys gfi according to confirmatory factor analysis (cfa) (alipour et al., 2020). in this research, the cronbach’s α of cdas equaled .86. connor-davidson resilience scale (cd-risc) this questionnaire was presented by connor-davidson in 2003 (connor & davidson, 2003). it contains 25 items and its purpose is to measure the level of resilience based on the components of competence/personal strength (24, 12, 11, 25, 10, 23, 17, 16), trust in personal instincts (6, 15, 18, 20, 7, 19, 14), tolerance of negative emotions (1, 4, 5, 2, 8), restraint (21, 13, 22) and spirituality in different people (9, 3). this instrument is scored on a 5-point likert scale (ranging from completely false to completely true). the score will range from 0 to 100. the cut-off point for this questionnaire is 50 points. in other words, a score higher than 50, would indicate people who have resilience. the higher this score is above 50, the higher the intensity of the person's resilience will be, and vice versa. khoshouei reported in a study with resilience implementation on 323 college students aged 19-34 years that the coefficients of reliability (α) were all properly high to secure confidence in reporting the scores (achievement motive = .83, self-confidence = .91, tenacity = .79, and adaptability = .78). the test–retest correlations were also essential in providing confidence in the consistency of the measure of resilience (achievement motive = .78, self-confidence = .85, tenacity = .88, and adaptability = .81) (khoshouei, 2009). in the present study, the reliability of the resilience scale was calculated at .85 using the cronbach's alpha method. hayati, s., manzour, r., haj hashemi, f., & rajab dizavandi, a. 49 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 golriz and baraheni's religious attitude questionnaire (1974) this instrument was developed by baraheni and golriz (1974). it entails 25 items and each item has five points and may have a score of 0-4 based on a 4-point likert scale. its total score will be 100. allocation of scores in the range of 0-100 is based on three scales, respectively, high, mild and low, which were classified in the form of a score of 76-100 as high religious attitude, (25-75) as mild, and (25 to low) as low religious attitudes. the validity of this instrument was estimated by correlation coefficient with “allport, vernon & lyndzy” test (1960) and was equal to .80. this tool has been evaluated again in recent times. its reliability was calculated by spearman brown formula as equal to .63. its validity equaled .248 (pourkord et al., 2021; sadeghi et al., 2010). data collection procedure and statistical analysis after receiving permission from the ethics committee of northern khorasan university of medical sciences, the researchers presented to the medical centers in person. then, the researchers referred to the hemodialysis ward, and provided the necessary explanations about the research method and objectives to the hemodialysis patients. after obtaining written consent for participating in the research, they provided the questionnaires to the patients. questionnaires were completed by the patients in the period before the start of dialysis (device preparation time). the data was collected during two months (from april 15 to june 15, 2022). the gleaned data were analyzed with stata14 using frequency, percentage, median, and interquartile range to describe sample characteristics, cdas score, resilience, and religious attitude. spearman's correlation coefficient was used to evaluate the relationship between study variables (p = .05). ethical considerations the code of ethics (ir.nkums.rec.1400.158) was bestowed by the ethics committee of northern khorasan university of medical sciences. in this research, the purpose of the research was fully explained to the participants who could withdraw from the study at any time. it was explained to them that participating in or withdrawing from the study would not affect their course of treatment, and all their information would remain confidential. results and discussion results the sample consisted of 160 participants. the covariates included age (<40, 40-49, 5059, and 60+ years old), gender, marital status (single vs. married), education (less than secondary vs. graduate), number of children, employment (unemployed vs. employed), selfassessed income (insufficient vs. sufficient), insurance coverage (no vs. yes), renal disease duration (≤3 vs. >3 years), dialysis duration (≤3 vs. >3 years), number of dialysis sessions per week (<3 vs. ≥3), covid vaccination (no vs. yes), and covid infection (no vs. yes). the variables of interest included anxiety and its mental and physical components, resilience and its components (personal competence, trust in one's instincts, positive acceptance of change, control, and spiritual influences), and religion. moreover, the anxiety scores <40, 40≤ ≤60, and >60 were considered as low, mild, and severe cases, respectively. likewise, the resilience scores >50 were labeled as high resilience. finally, the religion scores <25, 25≤ ≤75, and >75 were considered as low, mild, and high scores, respectively. the categorical variables were described using number (percent). the variables of interest were described using median (interquartile range (iqr)), due to remarkable deviations from normality assumption, and were compared between the strata using the nonparametric test for comparing the medians. the spearman correlation coefficient was used to assess the associations between the variables of interest. this measure ranges between -1 and +1, indicating reverse and direct relationships, respectively. there was no missed data. the relationship between coronavirus anxiety, resilience, and islamic beliefs in hemodialysis patients during the pandemic: a survey in iran 50 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 table 1. a description of the covariates and variables of interest in hemodialysis patients covariate number (%) median (iqr*) age <40 years 41 (25.6 %) 40-49 years 39 (24.4 %) 50-59 years 42 (26.2 %) 60+ years 38 (23.8 %) sex (male) 89 (55.6 %) marital status (married) 112 (70.0 %) education (graduate) 32 (20.0 %) number of children 0 38 (23.8 %) 1-3 76 (47.5 %) >3 46 (28.7 %) employment (employed) 92 (57.5 %) income (insufficient) 133 (83.1 %) insurance coverage (yes) 141 (88.1 %) renal disease duration >3 years 91 (56.9 %) dialysis duration >3 years 79 (49.4 %) number of dialysis sessions per week ≥3 142 (88.8 %) covid vaccination (yes) 142 (88.8 %) covid infection (yes) 56 (35.0 %) anxiety 7.5 (2-14.5) mental component 7 (2-11) physical component 0 (0-2) resilience 82 (68-90) personal competence 25 (21-29) trust in one's instincts 22 (17-25) positive acceptance of change 17 (15-19) control 10 (8-12) spiritual influences 7 (6-8) religion 78 (73-85) ≥75 110 (68.7 %) *iqr: interquartile range table 2. the spearman correlations between the variables of interest in hemodialysis patients variables 1 1.1 1.2 2 2.1 2.2 2.3 2.4 2.5 3 1 anxiety 1 1.1 mental 1 1.2 physical 1 2 resilience -.05 -.01 -.10 1 2.1 component 1 -.11 -.09 -.14 1 2.2 component 2 .05 .08 .01 1 2.3 component 3 -.04 -.01 -.08 1 2.4 component 4 -.18 -.14 -.18 1 2.5 component 5 .02 .07 -.09 1 3 religion .11 .08 .17 .39 .26 .44 .34 .16 .29 1 as the main variables of interest, anxiety scores ranged between 0 to 41, 98.8 and 1.2% of persons had low and mild anxiety levels; resilience scores ranged between 28 to 98 and 95.0% of participants were highly resilient, and religion scores ranged between 63 to 108, 35.0 and 65.0% of people were found to have mild and high religion scores. the covariates and variables of interest are fully described in table 1. as it can be observed in table 1, most of the patients (2.26%) were in the age range of 59-50 years. the minimum age of the participants in the research was 19 and the maximum was 77 years. moreover, most of the participants were male, married and educated, and had a history of affliction with corona virus and corona vaccination. besides, the spearman correlation coefficients between the variables of interest (and their components) are reported in table 2, the significant ones (having p-values lower than .05) are shown in boldface letters. accordingly, anxiety and its physical component had reverse hayati, s., manzour, r., haj hashemi, f., & rajab dizavandi, a. 51 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 correlations with the resilience component of control. moreover, resilience and its components had direct correlations with religion. finally, the distributions of variables of interest over the strata of age, gender, and education are presented in table 3, expressed as median (iqr) and compared between the strata using the nonparametric test for comparing the medians. as observed in the table 3, the older people are more anxious and more resilient (both with a borderline p-value) and more religious, the two genders are not significantly different, and the more educated people are less resilient and less religious. discussion the outbreak of corona virus (covid-19) imposed a fundamental challenge on the world in various dimensions. one of these challenges is put forward in the psychological aspect (lee et al., 2020). in the adverse circumstances of covid-19, it is very important to investigate the factors related to this disease and try to diminish the long-term psychological burden; so, this study was conducted with the aim of determining the relationship between corona virus anxiety, resilience, and religious beliefs in hemodialysis patients. due to the lack of normal distribution of research variables, the median and interquartile range of corona anxiety was 7.5 (2-14.5). in the present study, most of the participants (8.98%) suffered from mild anxiety and a few (2.1%) had moderate anxiety. in line with the current research, haqbin et al. by studying breast cancer patients, reported the anxiety level of these patients to be lower than the average level, and among the components of anxiety, the average score of psychological symptoms was reported to be higher than physical symptoms (haghbin et al., 2020). in the study by dormanilan et al., who investigated the symptoms of anxiety and depression in isolated patients with covid-19 and their relatives, both patients and relatives had high levels of anxiety and worries related to the corona pandemic (dorman-ilan et al., 2020). in this regard, the study by lai et al., which was conducted on doctors and nurses at a hospital in wuhan, china, during the spread of the covid-19 disease, suggests that medical care workers experienced a high degree of anxiety and depression symptoms (lai et al., 2020). these findings are not consistent with the results of the present study. perhaps one of the reasons for the reduction of anxiety in the present study compared to previous studies may be attributed to the fact that more than two years have passed since the onset of this disease. this is because of extensive research and education to the community, which has led people to gain a lot of information about transmission methods and self-care. as mentioned earlier, corona anxiety is partly due to the unknown nature of this disease and ignorance of how to take care of oneself (alipour et al., 2020). table 3. the distributions of variables of interest over the strata of age, gender, and education variables anxiety resilience religion age <40 4 (1,10) 79 (73,86) 78 (70,81) 40-49 6 (1,15) 80 (67,88) 76 (72,80) 50-59 8 (4,18) 83.5 (67,92) 78 (73,89) 60+ 9 (4,20) 85.5 (68,90) 81 (78,90) p-value .092 .087 .006 sex male 8 (2,14) 82 (70,89) 79 (72,85) female 7 (2,16) 83 (63,91) 78 (74,81) p-value .630 .764 .633 education less than secondary 7 (2,16) 83.5 (72.0,9.0) 79 (74.5,88.5) graduate 8 (4,9.5) 70 (56.5,82.5) 74 (72.0,79.0) p-value .693 .002 .006 expressed as median (iqr); iqr: interquartile range; p-values from nonparametric test for comparing the medians. the relationship between coronavirus anxiety, resilience, and islamic beliefs in hemodialysis patients during the pandemic: a survey in iran 52 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 additionally, widespread vaccination in the community has been effective in reducing people's anxiety (karayürek et al., 2021; leach et al., 2022). given the non-normal distribution of the research variables, the median and interquartile range of resilience and religious beliefs were 82 (68-90) and 78 (73-85), respectively. our findings in this study demonstrated that 95% of the participants were very resilient (score above 50), 35% had moderate religious beliefs (between 25-75), and 65.0% had high religious scores (above 75). duran et al.'s study on hemodialysis patients reported high levels of spiritual well-being and moderate levels of mental resilience (duran et al., 2020). according to musa et al.'s study, on average, hemodialysis patients had relatively low levels of spiritual health, severe anxiety, and mild to moderate stress (musa et al., 2018). in the study by ebrahimi et al., 5 (8.3%) patients had low, 81 (3.62%) had average, and 44 (8.33%) had high spiritual health. the mean score of spiritual health was 80.87±12.21 and was at an average level. besides, 6 (6.4%) patients had low resilience, 95 (1.73%) had average resilience, and 29 (3.22%) had high resilience. the mean total resilience score was 63.86±19.48, being at an average level (ebrahimi et al., 2021). the difference in the results of previous studies compared to the present study can be attributed to various reasons, including the difference in the quality of care, the amount of social support received, and the economic situation in the research units, etc. one of the important issues in observing public health measures is the influence of culture, spirituality, and religion on lifestyle and the impact of religiosity on the level of observance of health issues. many religions and schools have always recommended the observance of hygiene. this is especially true in islamic law, which has many health recommendations such as performing ablution, where hands and face are washed at least five times a day for ablution (haeri, 2021). one of the most important issues in islamic rules and regulations is to maintain and promote health and emphasize the priority and preference of prevention over treatment. the prophet mohammad (pbuh) considers a life without health and well-being as a life without goodness and blessings (mahmoodi et al., 2022). resilience and high religious beliefs obtained in the muslim population studied in this research can be influenced by individuals' religion and religious beliefs. examining societies with different religions can provide more accurate results in this regard. our findings showed that anxiety (the physical component) had an inverse relationship with resilience (control component). zhang et al. reported an inverse and significant relationship between resilience, anxiety, and depression in patients with mild symptoms of covid-19 and found resilience to be a protective factor against anxiety and depression in these patients (zhang et al., 2020). furthermore, in hou et al.'s study, all resilience components had an inverse relationship with potential anxiety (hou et al., 2021). other studies have reported similar results (djalante et al., 2020; shaw, 2020). we must point out that resilience is a personality trait and resilient people have a trait that makes them able to positively endure stressful events and create less disasters; therefore, they are able to recover from negative and stressful events (shaw, 2020). instead of catastrophizing, these people use harmonious coping methods such as coping to find a solution to their problems; they also get help from others when necessary. consequently, it is logical that the level of corona anxiety in hemodialysis patients will decrease with an increase in tolerance. another part of our findings indicated that resilience and its components are directly related to religion. in this regard, fradelos et al. investigated the relationship between religiosity, mental health, and psychological resilience in breast cancer patients and showed that there is a significant positive relationship between religiosity and resilience (fradelos et al., 2018). the results of duran et al.'s study in turkey on hemodialysis patients showed that there is a positive relationship between spiritual well-being and psychological resilience (duran et al., 2020). other studies reported similar findings (al eid et al., 2020; ebrahimi et al., 2021). hayati, s., manzour, r., haj hashemi, f., & rajab dizavandi, a. 53 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 thus, it can be asserted that religiosity has a positive effect on adaptation, promoting mental health, and reducing distress. studies in different groups support the existence of a positive relationship between religious beliefs and resilience; therefore, religious belief can be used as a factor to moderate difficulties and problems. it is suggested to help speed up the recovery process by increasing the resilience of hemodialysis patients. besides, considering the importance of spiritual care, it is better for nurses to respect the patient's beliefs and values in addition to considering the physical and mental aspects of the patient. in exploring the relationship between demographic variables and research variables, our findings showed that older people are more anxious, flexible, and religious; also, no difference was observed based on gender, and people with higher education are more flexible and less religious. li et al., by surveying patients with covid-19 who were hospitalized during the epidemic outbreak in wuhan, reported that there was no significant difference in anxiety or depression symptoms between men and women (li et al., 2021). furthermore, orrù et al. reported that corona anxiety tends to increase with age, and elderly people have a higher anxiety score than younger people (orrù et al., 2021). duran et al.'s study showed further that level of education is a significant variable affecting psychological resilience in hemodialysis patients. in this study, it was found that as the level of education increases, the psychological resilience of patients also increases (duran et al., 2020). these and other studies are in line with the current research (dane & olgun, 2016; karadag et al., 2019). in contrast, contradictory studies were also found in the literature review. moghanibashimansourieh (2020), in examining the level of anxiety in the general population of iran, reported that the level of anxiety was higher among women. heidari et al., in the survey of mashhad citizens' anxiety in the spring of 2020, found that women had significantly more corona anxiety than men; moreover, corona anxiety was more common in people with a diploma or lower education; in terms of the prevalence of corona anxiety in different ages, there was no significant difference (heidari et al., 2020). in a study on hemodialysis patients, avanji et al. stated that self-care and resilience have a negative correlation with age, so that self-care and resilience decrease with increasing age among people (avanji et al., 2021). in explaining these results, it can be said that most anxiety disorders, such as generalized anxiety disorder, panic, and phobia, which are characterized by anxiety, are more common at a younger age and decrease with increasing age (heidari et al., 2020); nonetheless, since corona anxiety is caused by the disease itself, it is different from the general tension and anxiety created in the society. the newness and unknown nature of the disease can contribute to the aggravation of anxiety (alipour et al., 2020). another important point to be mentioned regarding the difference between the results of this study and previous studies lies at the time of the study. it can be predicted that the studies conducted at the beginning of the corona crisis will have different findings compared to the new studies after universal vaccination and the reduction of infection and mortality rates. generally speaking, the reported findings regarding demographic variables prevent strong conclusions to be drawn due to numerous contradictions and require further investigation. clinical implications our findings suggested that anxiety has an inverse relationship with resilience; also, resilience and its components have a direct relationship with religion. therefore, interventions focused on these components are an important protective factor in preventing hemodialysis patients from suffering from anxiety caused by corona. based on the obtained results, the achievements of this research can be presented at a practical level. in this way, the findings of this research can be used to develop programs, educational workshops, and therapeutic interventions (such as teaching interventions based on resilience and the importance of religious the relationship between coronavirus anxiety, resilience, and islamic beliefs in hemodialysis patients during the pandemic: a survey in iran 54 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 beliefs). this ought to be done to reduce the anxiety of hemodialysis patients. moreover, public and private organizations of the country that fulfill the task of improving the mental health of society can use the results of this research to improve the mental health of the society during the epidemic of covid-19. one of the strong points of this study pertained to examining the relationship between variables in specific contextual conditions. the communication response of the variables in critical situations like corona-virus gives a decisive direction to the application of the proposed variables and determines a specific task for the health planners in the field of prevention and treatment. limitations of the study every research activity suffers from shortcomings and limitations during implementation, and this study was not an exception to this rule. among the limitations of this research is the lack of cooperation of some people in completing the questionnaires. also, the research sample was limited to people living in northern khorasan province. another limitation was the lack of random sampling due to the limitation of the statistical population of the province. moreover, the age range of the participants in the research was limited. additionally, the use of questionnaire was another limitation of this research because there is a possibility of bias in self-reporting tools. to the best of our knowledge, this is the first study to have examined the relationship between corona disease anxiety, resilience, and religious beliefs in hemodialysis patients during the corona pandemic in iran. based on the aforementioned limitations and the final findings of this study, it is suggested that future research projects be conducted to clarify the relationship between these variables in statistical populations and other age groups. as a result, considering these limitations, the generalization of the results should be done with sufficient caution. conclusion the findings of this study suggested that resilience and religious beliefs are related to corona anxiety in hemodialysis patients; thus, targeting these two components via psychological treatments can be effective in reducing corona anxiety. it is recommended to reinforce the spirit and life expectancy in individuals to diminish their anxiety of coronavirus using comprehensive programs. besides, trainings and programs that emphasize strengthening religious beliefs and resilience in individuals can help to increase adaptability to the critical conditions of the coronavirus pandemic. it is further suggested that counselors and psychologists consider the influence of religious beliefs and resilience in the diagnosis, etiology, and treatment of anxiety disorders of patients during such epidemics and improve the effectiveness of their services by involving these factors. acknowledgement we would like to thank all patients for their cooperation. the approved research project code was 4000057. the code of ethics (ir.nkums.rec.1400.158) was received from the ethics committee of northern khorasan university of medical sciences. authors contribution statement conceptualization was done by sh and rm. data curation was performed by sh, rm, fh, and ar. formal analysis was carried out by sh and rm. investigation was conducted by sh, fh, and ar. methodology was designed by sh. rm was responsible for project administration. sh and rm supervised the project. sh performed validation, while visualization was done by sh. rm wrote the original draft, and rm also contributed to writing, reviewing, and editing. hayati, s., manzour, r., haj hashemi, f., & rajab dizavandi, a. 55 islamic guidance and counseling journal vol. 6, no. 1, pp. 45-58, 2023 references al eid, n. a., alqahtani, m. m., marwa, k., arnout, b. a., alswailem, h. s., & al toaimi, a. a. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1177/0020764019862312 http://dx.doi.org/10.29252/jhsme.8.1.20 http://dx.doi.org/10.32598/jccnc.4.4.231 https://doi.org/10.1016%2fj.nepr.2020.102780 https://doi.org/10.1016/j.xkme.2020.11.008 https://doi.org/10.14746/sr.2020.4.2.03 https://doi.org/10.1001/jama.2020.2648 https://doi.org/10.3389/fpsyt.2021.616016 https://doi.org/10.22037/jrrh.v4i3.16105 https://doi.org/10.1111/jocn.15425 https://doi.org/10.1186/s41256-020-00135-6 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: muarifah, a., rofiah, n. h., oktaviani, f., & mujidin, m. (2023). the effect of islamic maternal parenting style on adolescent aggressiveness by modulating peer social interaction. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3613 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the effect of islamic maternal parenting style on adolescent aggressiveness by modulating peer social interaction alif muarifah1*, nurul hidayati rofiah1, fitriana oktaviani2, mujidin mujidin1 1 ahmad dahlan university, indonesia 2 universitas indonesia membangun (inaba), indonesia alif.muarifah@bk.uad.ac.id* article information: received april 4, 2023 revised may 24, 2023 accepted june 9, 2023 keywords: aggression; adolescence; islamic parenting style; social interaction abstract the verbal and non-verbal aggressiveness of adolescents has been increasing. it is a form of aggression that involves hostile and coercive actions towards others that may result in emotional or physical harm. this study aims to examine the islamic parenting style of mothers, the primary caregivers in javanese culture in indonesia, as well as the social interactions with peers in relation to aggressive behavior. the participants of this study were 410 high school students aged between 15 and 19 years old (m = 16.52, sd = 0.793), consisting of 210 male students and 200 female students. participants were selected from eight schools in sleman city (4 senior high schools and four vocational high schools). the data was collected using the aggression scale, maternal parenting style, and social interactions with peers. data were analyzed using partial least squarestructural equation modeling (pls-sem) with smart-pls 4. the study results show a good fit model, indicating that aggression is influenced by islamic maternal parenting style with social interactions with peers as a mediator. social interactions have a mediating effect on the relationship between islamic maternal parenting style and adolescent aggression. another finding reveals that each islamic maternal parenting style negatively affects aggression. adolescent aggression can be controlled through islamic maternal parenting style (i.e., authoritarian, authoritative, and permissive) and peer social interaction as a mediator. introduction aggression refers to the act of endangering others psychologically or physically (buss & perry, 1992; wrangham, 2018) and behavior aimed at harming oneself, others, and the environment (bettencourt et al., 2006). myers and twenge (2012) describes aggressive behavior as physical or verbal behavior that causes harm. it includes unpleasant acts such as name-calling, pushing, hitting, kicking, punching, stabbing, and killing (allen & anderson, 2017). it is behavior aimed at damaging and harming others both physically and psychologically (cabello et al., 2017). in indonesia, various forms of aggressive behavior often occur among adolescents (karneli & karneli, 2019), including gang fights, murder, rape, and torture (calvete et al., 2010; machimbarrena et al., 2018). in 2018, the cases of aggressive behavior among teenagers reached 294,281 incidents. in 2019, there were 269,324 incidents, and in 2020, there were 247,218 incidents (badan pusat statistik, 2023). the indonesian child protection commission https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3613 https://orcid.org/0000-0001-6420-9645 mailto:alif.muarifah@bk.uad.ac.id https://orcid.org/0000-0003-2872-7001 https://orcid.org/0009-0007-1907-3188 https://orcid.org/0009-0007-4367-5445 the effect of islamic maternal parenting style on adolescent aggressiveness by modulating peer social interaction 184 islamic guidance and counseling journal vol. 6, no. 1, pp. 183-195, 2023 (kpai) revealed that the number of gang fights in indonesia increased by 1.1% in 2022 compared to the previous year. in 2021, the number of gang fight cases was 12.9%, and in 2022, it increased 14% (komisi perlindungan anak indonesia, 2023). another study found that out of 187 adolescent respondents, 14% experienced bullying in school, and 19% were involved in physical fights at school. the respondents believed that aggressive behavior in school was normal. this illustrates a condition when a teacher unfairly criticizes them (edwards, van de mortel, & stevens, 2019). in addition to the various forms of aggression in indonesia mentioned above, a phenomenon called "klitih" has emerged in yogyakarta. klitih is a form of adolescent delinquency and intergroup hostility (muarifah et al., 2022). over time, the phenomenon of "klitih" has shifted. klitih no longer targets specific groups, but instead targets the general public randomly. along with the development of social media, the behavior of klitih has increased both qualitatively and quantitatively. data from the regional police of yogyakarta special region (khasanah, 2022) shows an 11.54% increase in klitih behavior in the period of 2021 compared to 2020. in 2020, there were 52 cases of klitih with a total of 91 perpetrators arrested. aggressive behavior is not just a coincidence, but it can occur due to internal and external factors (allan, 2017). internal factors include biological, emotional (temperament), and personality factors; biological factors include such as hormonal changes, mental health disorders, and genetic factors. emotional factors such as anger, frustration, stress, and frustration can trigger aggressive behavior (taylor et al., 2005). personality factors such as impulsivity, low empathy, under control, low or high self-esteem, failure to adapt, and a tendency to seek excitement for self-gratification can lead to aggressive behavior in adolescents. external factors include physical environment, social situations, and social environment. physical environment factors include physical illness, crowded situations, hot weather, natural disasters, etc. meanwhile, social situations which include work pressure, competition, political conflicts, warfare, and violent neighborhood affect adolescent aggressiveness. social environment factors include school, family, and culture in society where they belong. aggressive behavior is not always caused by a single factor, rather by various factors (internal and external) that interact with each other. therefore, in understanding and addressing aggressive behavior, it is important to consider all possible factors involved, both as causes and triggers (kühn et al., 2019). previous studies indicate that adolescent aggressive behavior occurs due to differences in parenting styles (kuppens & ceulemans, 2019). there are three types of parenting styles that have a direct impact on a child's psychological growth, namely authoritarian, authoritative, and permissive parenting (timpano et al., 2015). each of these parenting styles is closely related, either directly or indirectly, to psychological problems in children, including aggressive behavior (kawabata et al., 2011). parenting is a strategy or approach that parents use to nurture, care for, educate, train, and guide their children in accordance with their goals. parenting that provides optimal and highquality affection can cultivate feelings of happiness, thus creating emotional stability in children, which in turn can have an impact on reducing negative behavior (lo cricchio et al., 2019). the role of parents and families in parenting cannot be separated from the social and cultural values that exist within the community (lansford, 2022). some activities in the practice of javanese parenting aim to instill a sense of shame (isin), the ability to control emotions (or being patient), the ability to empathize (ngemong and momong), to behave in accordance with societal norms, to speak politely, especially to parents, discipline and responsibility, and independence because children are inheritors, successors, and bearers of amanah or trust. parents should be the object of respect (jimat or pepundhen), respected and honored for the protection they have given (effendi, 2021). it is forbidden for children to be daring (disobey, resist, look at the face of the parents) and one must always behave politely in any situation. muarifah, a., rofiah, n. h., oktaviani, f., & mujidin, m. 185 islamic guidance and counseling journal vol. 6, no. 1, pp. 183-195, 2023 family is a unit of parts, forming a system of interrelated and interacting relationships, forming mutual synchrony (santrock, 2014). in javanese families, the mother becomes the primary caregiver, and is the place where the child's character is formed, thus influencing their role as an individual when interacting with others. parenting involving the mother as the primary caregiver will shape the child's character, making them a person who is polite, courteous, patient, able to control their emotions, and avoid negative behaviors. there are three models of parenting: authoritarian, authoritative, and permissive (baumrind, 2013).authoritarian parenting is characterized by strong discipline, with parents holding all the authority and rights, and children are expected to obey the instructions or discipline imposed on them. the authoritative parenting style involves maintaining a balance between affection and discipline, fostering two-way communication, where the rights and obligations of both the child and the parent are appropriately placed and recognized. on the other hand, the permissive parenting style allows children too much freedom, allowing them to choose what they want to do according to their preferences. the literature explains that the authoritative parenting style results in positive behavior in children, while the authoritarian parenting style results in aggressive and negative behavior in children, and the frequency of aggression is lower in the permissive parenting style (masud et al., 2019). the findings from research conducted by perez-gramaje et al. (2020) involving 969 adolescents in spain (554 females and 415 males), aged 12 to 17 years, show that aggressive adolescents always have the worst socialization outcomes (lowest self-esteem and personal mismatch). the study explains that aggressive and non-aggressive adolescents exhibit the same pattern: indulgent and authoritative parenting styles are often associated with better outcomes than authoritarian and permissive parenting styles. indulgent parenting is associated with the best outcomes in all criteria (perez-gramaje et al., 2020). these findings are supported by a study in surabaya, indonesia, involving 705 adolescents, which explains that permissive and authoritarian parenting styles are positively correlated with becoming an aggressor, while only permissive parenting style is positively correlated with becoming a victim of aggression (krisnana et al., 2021). other external factors that influence aggressive behavior include peer social interaction (anderson & bushman, 2002). peer social interaction refers to the interaction that occurs between individuals who have the same age, interests, and experiences. peer social interaction can provide various positive benefits, such as increasing social support, expanding social networks, and helping individuals in the formation of social identities and values. however, peer social interaction can also have risks, such as negative peer pressure or becoming involved in unhealthy behaviors such as drug use or other unhealthy behaviors (fanti et al., 2013). social interaction with peers can influence an individual’s aggression (malonda et al., 2019). previous studies show that intensive social interaction with aggressive peers can increase the risk of aggressive behavior in individuals. the temperament and aggressive behavior of peers can also influence an individual’s aggressive behavior. aggressive peers can influence individuals in terms of modeling behavior, inspiring aggressive actions, and increasing tolerance for aggressive behavior. in addition, being involved in a peer group that tends to be aggressive can provide social support for aggressive behavior and increase the tendency to follow aggressive behavior in the surrounding environment. however, social interaction with peers can also have a positive influence in reducing aggressive behavior. peer groups that support positive behavior and promote positive social norms can help reduce aggressive behavior in individuals. negative social conditions can act as an exacerbating factor, making adolescents highly vulnerable to risk and developing bigger problems in the following years (chen et al., 2012). conversely, positive conditions serve as protective factors to reduce the risk of negative the effect of islamic maternal parenting style on adolescent aggressiveness by modulating peer social interaction 186 islamic guidance and counseling journal vol. 6, no. 1, pp. 183-195, 2023 behavior (chen et al., 2012). social interaction has also been found to have a negative impact on aggressive behavior. rationale of the study previous research has explained that maternal parenting style has a role in adolescent social interaction and aggression, and social interaction has a role in aggression (kawabata et al., 2011; suárez-relinque et al., 2019). it can be concluded that maternal parenting style contributes to students' social interaction and further affects adolescent aggression. based on the authors' knowledge, there are still few studies regarding the mediating role of social interaction in the relationship between maternal parenting style and aggression (liu & wang, 2015; malonda et al., 2019; perez-gramaje et al., 2020). increased aggression among adolescents is related to potential mental health issues. this study contributes to the limited research on adolescent aggression behavior. the results of this study have the potential to inform the development of culturally meaningful interventions to facilitate lower levels of aggression in sleman, yogyakarta. purpose or hypotheses of the study this study aims to review the islamic parenting styles of mothers as the primary caregiver in javanese culture in indonesia, and peer social interaction as a mediator of aggressive behavior. we hypothesized that social interaction would mediate the effect of islamic maternal parenting style (i.e., authoritarian, authoritative, and permissive) t) on aggression. more specifically, each mother’s parenting style has a different effect on aggression and social interaction. methods population and the methods of sampling a total of 410 high school students aged 15-19 years old (m=16.52, sd=0.793), consisting of 210 male and 200 female students, participated in this study. participants were recruited from eight senior high schools and vocational high schools in sleman yogyakarta regency. authors used purposive random sampling based on the criteria of being in grade eleven, coming from a javanese family and muslim, having a mother with at least a high school education, having a working mother, and having a maximum of four siblings. instrumentation the aggression scale was developed by authors based on aspects of aggression suggested by baron & neuman (1996), where each item is classified as a) direct-active physical, b) directpassive physical, c) indirect-active physical, d) indirect-passive physical, e) direct-active verbal, f) direct-passive verbal, g) indirect-active verbal, and h) indirect-passive verbal. the aggression scale uses a likert scale model consisting of 33 items, with a scoring range from 15. a score of 1 indicates low intensity behavior while a score of 7 indicates high intensity behavior. some items read saya sering menghina teman (i often insult my friend), saya akan memasang benda tertentu agar orang lain yang tidak saya senangi terjatuh (i will put some objects to make people i do not like fall), saya sering berbicara kotor ketika menghadapi masalah (i often say bad words when facing problems). the parenting style scale consists of 40 items, referring to baumrind (2013) and patterson (1997) which consist of several indicators such as 1) authoritarian, which includes four indicators: discipline, control, reinforcement, and problem-solving; 2) authoritative, which includes four indicators: discipline, control, reinforcement, and problem-solving; 3) permissive, which includes four indicators: discipline, control, reinforcement, and problem-solving. the parenting style scale uses a likert scale with a scoring range of 1-5. score 1 indicates low muarifah, a., rofiah, n. h., oktaviani, f., & mujidin, m. 187 islamic guidance and counseling journal vol. 6, no. 1, pp. 183-195, 2023 intensity of behavior while score 5 indicates high intensity of behavior.some items in the parenting style read ibu memberikan kebebasan anaknya pulang larut malam (mother allows children to go home late at night), ibu meremehkan prestasi anaknya (mother undermines children’s achievement), ibu menggunakan norma dengan sansi hukuman (mother internalizes norms through punishments), ibu melakukan dialog terhadap aktivitas yang dilakukan anaknya (mother engages in dialog related to children’s activities). the peer social interaction scale consists of 33 items, referring to the theory by mussen et al. (1990) which was formed based on indicators of a) tolerance, b) flexibility, c) enthusiasm and energy, d) appropriate behavior, e) positive drive, and f) planning activities. the peer social interaction scale uses a likert scale with scoring ranging from 1-5. score 1 indicates low intensity of behavior, while score 5 five indicates high intensity of behavior. some items in the peer interaction scale read: saya berusaha memahami karakter kawan-kawan (i try to understand my friends’ characters), saya memaafkan terhadap kesalahan kawan (i forgive my friends’ mistakes), saya menerima perbedaan pendapat dalam pergaulan (i accept difference in social interaction), saya tetap bersemangat jika dikecewakan (i keep my spirits up if i am being upset by others). all scales in this study are declared valid and reliable because they have a c.r. value of ≥ 2.583 and construct reliability and variance extracted values have met the minimum requirement of ≥ .50. procedures this research obtained the research approval from ahmad dahlan university, the yogyakarta provincial government, the department of education, and the schools. the researchers asked school counselors to identify students as subjects in the study. after the subjects were selected, the researchers arranged a schedule for data collection. the researchers visited the schools and distributed instruments to the students. the participants were assisted in completing the instruments by six research assistants and eight school counselors. the researchers explained the purpose and procedure for completing the instruments. the participants were informed that their data and responses would be kept confidential. the data collection phase took place over two months. each participant received a voucher worth idr 50,000.00 for their participation. analysis plan descriptive statistical analysis was used to examine and categorize the collected data. data were classified into five categories: very low, low, medium, high, and very high. participants were categorized into each variable using the following criteria: very low = x < m – 1,5sd low = m – 1,5sd < x < m – 0,5sd medium = m – 0,5sd < x < m + 0,5sd high = m + 0,5sd < x < m + 1,5sd very high =m + 1,5sd < x definition: m (mean), sd (standard deviation), x (participant) to assess the mediating role of social interaction in the relationship between maternal parenting and adolescent aggression, partial least square-structural equation modeling (plssem) with smart-pls 4 was employed. the pls-sem model analysis was conducted in two stages. in the first stage, the inner model was evaluated by examining the values of r-square (r2), predictive relevance (q2), the standardized root mean square residual (srmr), and the goodness of fit (gof) index. the predictive relevance value was calculated using the following formula: the effect of islamic maternal parenting style on adolescent aggressiveness by modulating peer social interaction 188 islamic guidance and counseling journal vol. 6, no. 1, pp. 183-195, 2023 q2 = 1 – [(1r2 1) x (1r2 2)] the goodness of fit index is obtained using the following formula: gof =√ (mean communality x mean r2). in the second stage, hypothesis testing was conducted using the bootstrapping method. the proposed hypothesis is accepted if the p-value is < .05. the mediating effect is evaluated based on the variance accounted for (vaf) which is calculated using the following formula: vaf = indirect effect / (direct effect + indirect effect) a vaf value greater than 80% indicates complete mediation, a value between 20% and 80% indicates partial mediation, and a value less than 20% indicates no mediation. results and discussion results descriptive analysis the results of this study indicate that the total aggression score ranges from 54 to 216; the range of scores for peer social interaction is from 45 to 225, and the range of scores for maternal parenting styles ranges from 15 to 108. based on the average values and frequency distribution of the variables, the majority of participants exhibit moderate levels of aggressive behavior and low levels of peer social interaction abilities. additionally, the participants' assessments of maternal parenting styles show that the majority fall into the low and high categories for authoritarian parenting, the moderate and high categories for authoritative parenting, and the low category for permissive parenting. the descriptive data for the variables are presented in table 1, and the frequency distributions are presented in table 2. model adequacy the research model was evaluated based on r2 (r-square), q2 (predictive relative), srmr (standardized root mean square residual), and gof (goodness of fit) index. the r2 values for social interaction and aggression were 0.709 and 0.961, respectively. these values indicate that the authoritarian, authoritative, and permissive parenting styles of mothers play a table 1. results of descriptive analysis variable n min max m sd aggression 410 54 216 130.24 34.910 social interaction 410 45 225 131.34 37.261 authoritarian 410 18 80 48.85 13.68 authoritative 410 20 108 64.69 17.848 permissive 410 15 80 48.33 14.236 table 2. categorization category aggression social interaction authoritarian authoritative permissive f % f % f % f % f % very high 26 6% 26 6% 27 7% 31 8% 25 6% high 115 28% 113 28% 131 32% 114 28% 119 29% moderate 127 31% 77 19% 95 23% 136 33% 112 27% low 117 29% 180 44% 135 33% 100 24% 132 32% very low 25 6% 14 3% 22 5% 29 7% 22 5% total 410 100 410 100 410 100 410 100 410 100 muarifah, a., rofiah, n. h., oktaviani, f., & mujidin, m. 189 islamic guidance and counseling journal vol. 6, no. 1, pp. 183-195, 2023 role in peer social interaction by 70.9%, while the authoritarian, authoritative, and permissive parenting styles of mothers with peer social interaction have a role in aggressive behavior by 96.10%. the structural model developed in this study was found to be relevant, as supported by the q2 value of .988 (q2 > 0). the srmr value of .050 (<1.00) indicates a good fit. the analysis results show a gof value of .630 (> .360). these results indicate that the theoretical model can describe the influence of all exogenous variables on the mediating and endogenous variables in this study. the analysis of the inner model shows that the proposed model has met the criteria for a good fit. figure 2 below shows the final version of the proposed model. hypothesis testing hypotheses in this study were tested to determine whether parenting styles have a direct or indirect effect on adolescent aggression, mediated by peer social interaction. the results of hypothesis testing are presented in table 3. the findings of this study revealed that all three parenting styles, authoritarian, authoritative, and permissive, had a negative effect on aggression and a positive effect on peer social interaction. evaluation showed vaf values of 85.94%, 89.05%, and 85.76%, indicating that peer social interaction fully mediated the relationship between all parenting styles and aggression. authoritative parenting style had the greatest effect on aggression (-.329, p < .001) compared to authoritarian (-.312, p < .001) and permissive (-.288, p < .001) parenting styles. note: ag (aggression), is (social interaction), otn (authoritarian), otf (authoritative), prm (permissive) figure 1. final research model the effect of islamic maternal parenting style on adolescent aggressiveness by modulating peer social interaction 190 islamic guidance and counseling journal vol. 6, no. 1, pp. 183-195, 2023 discussion the results of this study demonstrate the formation of a theoretical model with empirical data which depict peer social interaction as fully mediating the relationship between maternal parenting styles (authoritarian, authoritative, and permissive) and adolescent aggressive behavior. these findings indicate that the proposed research model can be accepted and that the structural model is capable of depicting the overall role of exogenous variables on the mediation and endogenous variables in this study. the results suggest that higher levels of perceived authoritarian and permissive maternal parenting styles by adolescents can increase their ability to interact socially with peers and decrease their aggressive behavior. on the other hand, stronger or better maternal parenting styles perceived by adolescents can improve peer social interaction, thereby reducing aggressive behavior. the findings explain that authoritarian and permissive parenting styles have a negative influence on aggressive behavior and a positive influence on peer social interaction. the results indicate that a higher level of authoritarian and permissive parenting can increase the ability of adolescents to interact with peers, thereby reducing aggressive behavior. conversely, a lower level of parenting (authoritarian, authoritative, and permissive) can reduce the peer social interaction ability and increase aggressive behavior. these findings differ from previous studies krisnana et al. (2021) and perez-gramaje et al. (2020) where authoritarian and permissive parenting styles had a positive role in aggressive behavior, and authoritative parenting had a negative role. the difference in findings suggests that authoritarian and permissive parenting styles do not always have negative effects. the findings of cho et al. (2020) show that individuals who receive authoritarian parenting from their mother have good commitment in social relationships. additionally, ang and goh (year needed) explain that authoritative parenting in asia can have positive effects on adolescent adjustment. in asian cultures, the strictness and control of authoritarian parenting reflect positive characteristics such as concern, responsibility, caring, love, or good parental involvement which does not cause feelings of resentment (chao & tseng, 2002). in javanese society, mothers play an important role in parenting (riany et al., 2017). mothers are considered as the primary caregiver. they are generally responsible for the daily needs of their children, such as feeding, healthcare, and education. mothers are seen as the most loving and gentle figure for children, hence the term "ngemong karo momong" needs to be further developed. mothers are responsible for providing nurturing care so that the children feel table 3. results of hypothesis testing path β p direct effect authoritarian -> aggression -.044 .00 authoritative -> aggression -.036 .00 permissive -> aggression -.041 .00 authoritarian -> social interaction .303 .00 authoritative -> social interaction .331 .00 permissive -> social interaction .279 .00 social interaction -> aggression -.885 .00 indirect effect authoritarian -> social interaction -> aggression -.269 .00 authoritative -> social interaction -> aggression -.293 .00 permissive -> social interaction -> aggression -.247 .00 total effect authoritarian -> aggression -.312 .00 authoritative -> aggression -.329 .00 permissive -> aggression -.288 .00 muarifah, a., rofiah, n. h., oktaviani, f., & mujidin, m. 191 islamic guidance and counseling journal vol. 6, no. 1, pp. 183-195, 2023 loved and respected. they are also responsible for teaching cultural values and social norms of javanese society as the children are expected to grow as individuals with a strong personality who respect cultural traditions. additionally, mothers are responsible for educating their children. they teach the children about ethics, morals, religion, and provide guidance so that the children have good social, emotional, and intellectual abilities. mothers are also responsible for controlling the behavior of the children so that they become a good and polite individual. parenting in java strongly influences javanese culture. from an early age, children in javanese culture are taught to hold deep respect for their elders (diananda, 2021; effendi, 2021). as a result, it is common for javanese children to exhibit obedience towards their parents. this respect is demonstrated through various actions such as prioritizing parents during festive occasions, utilizing kromo (a specific form of javanese language used to communicate with parents, elders, or individuals deserving respect), offering greetings, shaking hands when meeting older individuals, and showing reverence by bowing (diananda, 2021). these attitudes contribute to a positive perception of maternal parenting styles, including the authoritarian approach. while javanese teachings, such as the principles of isin and wedi (being ashamed and afraid of engaging in wrongdoing) and sungkan (deference), contribute to positive behavior and politeness among individuals, they can also lead to a lack of assertiveness (diananda, 2021). this lack of assertiveness is evident in the acceptance, resignation, or yielding attitudes of javanese people, even when such attitudes may not be appropriate for the given situations. the influence of isin and wedi concepts on the lack of assertiveness was also observed in the findings of a study, where many participants displayed low peer social interaction. less assertive adolescents often struggle to resist negative influences from their friends (yuliani et al., 2020) and may resort to concealing their distress or responding aggressively to their peers (parray et al., 2020). in addition to the strong javanese cultural background, the mother's islamic background also contributes to the observed differences in this study. within the context of islam, mothers play a crucial role in shaping their children's personalities and guiding them towards moral goodness (franceschelli & o’brien, 2014; oweis et al., 2012). it is imperative for mothers to possess a high level of awareness regarding their childcare responsibilities and diligently adhere to islamic teachings while fulfilling their duties. the religious teachings imparted by mothers serve as a foundation for children to navigate various challenges in life (hughes, 2006). importantly, these teachings are not merely theoretical knowledge, but they extend into the practical aspects of a child's life, preparing them for the wider world. the hadith of the prophet, as documented in the works of bukhari and muslim, underscores the critical role of the mother in a child's life. as an umm madrasatul ula, the mother assumes the responsibility of attentively nurturing and educating her children on matters of good morals and manners (aeni et al., 2022). based on islamic teachings, mothers have the responsibility to instill positive values such as honesty, cleanliness, tolerance, and compassion in their children. it is asserted in the holy quran: "tell my servants, (o muhammad), to say always that which is best. verily it is satan who sows discord among people. satan indeed is an open enemy to mankind" (al-isra, verse 53). this verse can serve as a guideline in adolescent education, emphasizing the importance of good communication and fostering harmonious relationships with others. additionally, islamic teachings highlight the significance of politeness, humility, and self-control in interactions with others. as stated in al-furqan verse 63: "the true servants of the most compassionate are those who walk on the earth humbly, and when the foolish address them improperly, they only respond with peace." this verse highlight the importance of self-control and refraining from aggressive behaviors or conflicts when engaging with others, particularly for adolescents. the effect of islamic maternal parenting style on adolescent aggressiveness by modulating peer social interaction 192 islamic guidance and counseling journal vol. 6, no. 1, pp. 183-195, 2023 implications this study contributes to the literature on adolescent aggression prevention, in sleman, yogyakarta special region. this study proved that mothers have an important role in forming adolescents' social interaction and controlling aggressive behavior. this study can be used as literature to improve adolescents' social interaction through islamic maternal parenting. the relationship with the primary educator is very important in determining the emotional growth of the child. in addition, our study also contributed to parenting practices by giving more attention to how mothers raised their children. it is very important to educate mothers about parenting for their children to be emotionally healthy in the future. limitations and suggestions for further research the limitation of this study is the data collection method, in this case there is only one technique used. the results of the study would be more enriched if different data collection methods were used. considering that culture may affect aggression, the use of sample units that are differentiated by culture can provide a more significant contribution. therefore, future research may take advantage of cultural differences in each region in indonesia and examine the different causes of each form of aggression (verbal and physical) to provide better and more detailed results to prevent or overcome aggressive behavior in adolescents. conclusion in this study, the proposed model has a good fit. the model indicates that aggression is directly influenced by maternal parenting style and indirectly by peer social interaction. the role of peer social interaction can be used as a mediator that strengthens the influence of maternal parenting style on aggressive behavior. social interaction has a mediating effect on the relationship between maternal parenting style and adolescent aggression. despite the findings, this study still has some limitations; it only applies to javanese families where the mother is the primary caregiver. future research should improve the parenting styles of mothers in families to improve peer social interaction and control aggressive behavior. acknowlegment we would like to acknowledge ahmad dahlan university for supporting and funding this research through a research grant for professorship candidates. author contribution statement am: conceptualization and initial draft preparation. am, nh, and fo: data curation. mm, nh, and fo: formal analysis. am, mm: investigation and validation. am, mm, and nh: methodology. nh and fo: visualization. am, mm, nh, and fo: writing, review, and editing. all authors have read and agreed to the published version of the manuscript. references aeni, a. n., rosalino, s., mufidah, h., & el sulthan, r. z. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1111/j.1547-5069.2012.01455.x https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=parray%2c+w.+m.%2c+kumar%2c+s.%2c+david%2c+b.+e.%2c+khare%2c+s.%2c+%26+maurya%2c+v.+p.+%282020%29.+exploring+assertiveness+in+indian+adolescents%3a+a+qualitative+inquiry.+journal+of+indian+association+for+child+and+adolescent+mental+health%2c+16%282%29%2c+106%e2%80%93122.&btng= https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=patterson%2c+g.+r.+%281997%29.+performance+models+for+parenting%3a+a+social+interactional+perspective.+in+parenting+and+children%e2%80%99s+internalization+of+values%3a+a+handbook+of+contemporary+theory.+%28pp.+193%e2%80%93226%29.+john+wiley+%26+sons+inc.&btng= https://doi.org/10.5093/ejpalc2020a1 https://doi.org/10.1080/01494929.2016.1157561 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=santrock%2c+j.+w.+%282014%29.+the+life+span+perspective.+life-span+development.+15thed.+new+york%3a+mcgraw-hill%2c+4%e2%80%9348.&btng= https://doi.org/10.3390/ijerph16081320 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=taylor%2c+s.+e.%2c+peplau%2c+l.+a.%2c+%26+sears%2c+d.+o.+%282005%29.+social+psychology+.+englewood.+nj%3a+prentice+hall.&btng= https://doi.org/10.1891/0889-8391.29.2.95 https://doi.org/10.1073/pnas.1713611115 https://doi.org/10.2991/assehr.k.201014.050 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: ningsih, e. f., budiningsih, c. a., sugiman, s., & pamungkas, t. (2023). examining the impact of math anxiety, scaffolding, and math attitude on working memory: a comparative analysis between islamic boarding schools and public schools. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3179 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung examining the impact of math anxiety, scaffolding, and math attitude on working memory: a comparative analysis between islamic boarding schools and public schools eka fitria ningsih1*, catharina asri budiningsih1, sugiman1, tubagus pamungkas2 1 universitas negeri yogyakarta, indonesia 2 universitas riau kepulauan batam, indonesia ekafitria.2019@student.uny.ac.id* article information: received february 1, 2023 revised march 15, 2023 accepted march 23, 2023 keywords: math attitude; math anxiety; scaffolding; working memory abstract the goal of this research is to investigate models relating to psychological aspects of mathematics learning, such as math anxiety, scaffolding, math attitude, and working memory. this study included 548 junior high school students from public schools and islamic boarding schools. the analytical method utilizes analysis of variance, bivariate product moment supported by spss, and smart pls 3 for path analysis. model fit criteria (smsr < .05; rms theta < .102; nfi > .9). the model fits based on the srmr value .000 < .10 dan nfi 1 > .90. the findings show that students from public schools and islamic boarding schools are different in terms of math anxiety, scaffolding and math attitude. path analysis shows that math attitude mediates the interaction between math anxiety and scaffolding on working memory. furthermore, scaffolding has a direct impact on working memory. the implications of the study's findings have been discussed in this article. introduction math achievement remains a major problem, including those in islamic schools in various countries (soleymani & rekabdar, 2010; garkaz et al., 2011; taleb & hassanzadeh, 2015; waheed & mohamed, 2011; driessen & merry, 2006; kane & mertz, 2012). math anxiety is one of the variables associated to the psychological aspects of learning that contribute to the achievement of learning mathematics (huang et al., 2019; demedts et al., 2022; pantoja et al., 2020; anghileri, 2006; kusmaryono et al., 2020; bryant et al., 2021) and math attitude (belbase, 2010; dowker et al., 2019). math anxiety gives a negative impact on academic achievement. anxiety is a type of worry and discomfort that occurs with learning mathematics. math anxiety is associated with math attitude (geary et al., 2019; rice, 2019). high math anxiety encourages students to avoid mathematics. furthermore, there is significant relationship between scaffolding and math attitude (bryant et al., 2016; frederick et al., 2014). scaffolding is a type of outside help that encourages kids to learn. friends and teachers can offer aid in several ways. secondary school pupils can benefit from scaffolding provided by their peers. erikson's (1989) developmental theory states https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3179 https://orcid.org/0000-0002-5584-1849 mailto:ekafitria.2019@student.uny.ac.id https://orcid.org/0000-0003-2395-0095 https://orcid.org/0000-0003-1931-7537 https://orcid.org/0000-0001-6004-4759 examining the impact of math anxiety, scaffolding, and math attitude on working memory: a comparative analysis between islamic boarding schools and public schools 114 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 that junior high school students have a proclivity to share with their classmates, build learning communities, and have a high level of trust in their peers. indonesia is a country with a majority muslim population. islamic boarding schools in indonesia started as a traditional education system in the field of religious studies. however, at this time the pesantren has developed into a modern educational institution that offers education at all levels including elementary school, junior high school, senior high school and college (assa’idi, 2021). students who live in islamic boarding school-based schools not only study religion but also attend formal education. in contrast to public school students, they usually focus on formal education. religious subject is also included in the curriculum content in public schools, but the time allocation is limited. as for mathematics, public and islamic boarding schools have the same time allocation. however, public and islamic boarding schools' mathematics achievement needs to be improved. the environment has an impact on student learning achievement. those who live in islamic boarding schools have more learning activities than those who do not live in islamic boarding schools. they must study religious knowledge (the koran, al-hadith, books) and general knowledge (mathematics, science, languages). however, those who live in pesantren (islamic boarding school) have friends who live together, so they can be used to studying together. it is certainly not experienced by students who do not live in the pesantren. after learning at school is over, they return to their homes. this different learning environment condition encourages the need to research psychological factors that impact students' learning achievement from each school. literature review the relationship between math attitude and working memory working memory is defined as a brain system that offers temporary storage and can alter information required for complex cognitive activities such as language comprehension, learning, and reasoning (baddeley, 1992). researchs has been conducted on attitude and working memory among public high school pupils (jung & reid, 2009; nazir, 2019). another case, dowker & sheridan (2022) said that 40 on college students were researched, and it was discovered that attitude has a significant correlation to math ability. chen et al. (2018) discovered that positive attitudes were linked to increased hippocampus activation. this explains how attitudes influence memory processes in mathematics a positive attitude towards mathematics will form good character, such as being diligent, persistent, and strict in dealing with things that interfere with learning activities. this attitude certainly affects the cognitive work system. new knowledge will be easier to store in memory. a positive belief that mathematics is easy and useful can help students retain information about mathematical concepts. students will carry out mathematical tasks figure 1. the study's theoretical framework ningsih, e. f., budiningsih, c. a., sugiman, s., & pamungkas, t. 115 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 effectively by utilizing their knowledge. nazir (2019) discovered that high school students (n = 1303) with great working memory had a good attitude toward mathematics despite the fact that attitude appears to have a direct or indirect association with working memory, earlier research was limited to pupils from public schools. as a result, it is unknown whether attitude influences working memory in islamic boarding schools. the relationship between math anxiety, math attitude and working memory working memory and math anxiety have been extensively researched. the study's findings show that high math anxiety negatively affects working memory performance (klados et al., 2015; pellizzoni et al., 2022; ramirez et al., 2013). another study, caviola et al. (2022) found no significant relationship between math anxiety and working memory. the nature of the task influences the link between working memory and learning anxiety (korem et al., 2022). math anxiety, on the other hand, creates a negative attitude toward mathematics (haciomeroglu, 2017). math anxiety is a feeling of unease that leads to a bad attitude toward mathematics (akin & kurbanoglu, 2011). poor attitudes about mathematics have an effect on their working memory (jung & reid, 2009). students who experience math anxiety will tend to avoid mathematics. even though they are following the lesson, they will need help concentrating while studying. it can make it challenging to receive and store information. high math anxiety can affect the memory performance system. it has been claimed that math anxiety is linked to working memory (ramirez et al., 2013). math anxiety is a discomfort with the mathematics that encourages behavior to avoid mathematics. of course, someone with high math anxiety will have a negative attitude toward mathematics. mathematics is considered a difficult and frightening subject. however, attitude has an influence on one's working memory as well (jung & reid, 2009). at the same time, math anxiety and attitude are inversely related. although math anxiety has a direct effect on working memory, there are several attitudinal factors that mitigate it. working memory is linked to academic performance (jung & reid, 2009). according to research, there is a link between math attitude, math anxiety, and student performance (casty et al., 2021). assuming that working memory is related to student performance, there is a link between math anxiety, math attitude, and working memory. however, there may be other models for the exact link between the three variables. the relationship between scaffolding, mathematics attitude and working memory scaffolding is the role that adults play in assisting youngsters in completing problemsolving activities. mcdonnell (2016) contends that instructors can give scaffolding in the form of assistance and encouragement. according to the theory, internal and extrinsic factors shape students' learning attitudes. we contend that scaffolding as an external incentive influences students' attitudes toward mathematics learning. for example, someone who is having problems learning receives assistance and encouragement from both friends and teachers. because of the aid provided, students are not alone in their learning. furthermore, this circumstance will inspire students to have a positive approach to mathematics study. frederick et al. (2014) discovered a link between scaffolding and student attitudes. research has shown that scaffolding affects students' academic achievement. scafolding has an effect on mathematical achievement. bryant et al. (2016) shown that scaffolding interventions in learning resulted in a significant gain in mathematical performance to date, little study has directly explored scaffolding, attitudes, and working memory. tubagus (2022) research, to the best of our knowledge, demonstrates a link between attitude scaffolding and working memory. examining the impact of math anxiety, scaffolding, and math attitude on working memory: a comparative analysis between islamic boarding schools and public schools 116 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 the learning environment's role the achievement disparity in mathematics attracts attention, particularly among pupils from islamic schools. islamic schools with extracurricular activities. islamic boarding schools provide pupils with a learning atmosphere that includes both formal and non-formal curricula. non-formal activities that increase religious understanding are prioritized for people who attend islamic boarding schools. pupils at islamic boarding schools are divided into two groups: kalong (non-living) students and mukim (staying students) students. mukim students' daily activities mainly consist of congregational prayer, learning the qur'an, reciting the yellow book, official schooling, and a variety of extra-curricular activities (srimulyani, 2007). islamic boarding schools mix two curricula to provide students with more disciplines (ngarifillaili et al., 2021). santri studying at islamic boarding school must study monotheism, morals, al-qur'an and al-qur'an science, al hadith and hadith science, tafsir, fiqh, nahwu, sharaf, imla', and aswaja (huda et al., 2020). there are differences in conditions between students who attend islamic schools and those who attend public schools. the mathematical curriculum in islamic schools is identical to that in public schools, except they have less time given (hendrayana et al., 2019; yusuf, 2022). rahman and saleh, on the other hand, conducted research (n = 317) on students' performance in algebra content. the data suggest that students from islamic boarding schools had the highest average score, followed by students from islamic religious schools and national school pupils (saleh & rahman, 2016). this at least demonstrates that children from islamic boarding schools perform good academically. rationale of the study various psychological factors have been studied as variables in some research. learning attitudes about working memory and math anxiety (ashcraft & kirk, 2001; pelegrina et al., 2020; ramirez et al., 2013). the relationship between scaffolding and math attitude (frederick et al., 2014). math attitudes concerning working memory (jung & reid, 2009). this study investigates the interdependence of many parts of psychology in learning. the expert stressed that the learning system is influenced by a variety of factors, not just psychological ones. learning environment (nyroos et al., 2022; wang et al., 2020; skwarchuk et al., 2022) become one of the sociological elements of students that contribute to the achievement of learning mathematics. indonesia, as a culturally diverse country, offers a variety of school types, one of which is an islamic boarding school (suryadarma et al., 2006). islamic schools contain curriculum content, which some students live in islamic boarding schools while others do not. there has been research on the association of psychological aspects to achievement in studying mathematics in islamic schools (garkaz et al., 2011; taleb & hassanzadeh, 2015) but the majority of these studies have been conducted at the university level. nobody has studied the effect of psychosocial factors on working memory in mathematics for junior school students in a islamic boarding school learning environment. the research's results, both theoretical and practical, lead to the determination of mathematics learning planning in schools that consider on the learning environment of students, particularly those living in islamic boarding schools. purpose of the study the aim of this research is to determine whether: 1) there are differences in math anxiety, attitude, scaffolding, and working memory between student who attend islamic boarding schools and public school; and 2) whether math attitude acts as a mediator between math anxiety, scaffolding and working memory. ningsih, e. f., budiningsih, c. a., sugiman, s., & pamungkas, t. 117 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 methods research design this is a quantitative research design that includes path analysis. by including math attitude as a moderation variable, this study focuses on the relationship between the independent variables math anxiety and scaffolding and the dependent variable working memory. participants this research involved 548 junior high school students. for one week, students attend five hours of math classes (175 minutes). the average class size is between 25 and 30 people. the students were drawn from public schools (n = 147) as well as islamic residential schools (n = 401). students are coming from five different districts in lampung province (table 1). numeracy mastery is less than 50% of all students in lampung province, according to the outcomes of national assessment, according to table 1. students who come from islamic boarding schools have two curricula that must be followed: islamic boarding school curriculum and the formal school curriculum. formal school activities are held in the morning until noon (07.00 am to 12.00 am). mathematics is taught five hours of lessons for one week (175 minutes). while the other time is used for islamic boarding school activities. islamic boarding school activities include activities to read the al qur’an (morning and afternoon), read the alfiyah book, study the book of riyadus sholihin and read wirdullatif. at night the activity continues to recite the diniyah until 09.00 pm. at least in one day the time spent for formal schools is approximately 5 hours while for islamic boarding schools it is approximately 10 hours. instruments the instrument in this study consisted of four questionnaires: math anxiety, scaffolding, math attitude, and working memory. these instruments were adapted from researchers whom tubagus (2022) conducted. furthermore, these instruments were rearranged according to the context of junior high school students. math anxiety yáñez-marquina & villardón-gallego (2017) and zakariya (2018) developed a math anxiety instrument. the instrument was adapted and translated into indonesian by tubagus table 1. demographic data of respondents demographic n percentage gender male 159 29% female 389 71% school type public school 147 26,82% islamic boarding school 401 73,18% grade seventh 146 26,65% eighth 312 56,93% nineth 90 16,42% domicile east lampung 188 34,31% central lampung 185 33,76% metro city 61 11,13% north lampung 36 6,56% south lampung 35 6,39% way kanan 43 7,85% examining the impact of math anxiety, scaffolding, and math attitude on working memory: a comparative analysis between islamic boarding schools and public schools 118 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 (2022). learning anxiety was measured using a questionnaire of 12 items with a 5-point likert scale. as an example of a question item, consider the following: when i do math in front of the class, my body trembles. item validity was measured by correlating each score to the total score (bivariate pearson). in this study, each correlated item ranged from .24 to .63 and was declared valid (r > .22). in addition, this instrument was declared reliable (cronbach alpha = .89) with a high category (cronbach alpha > .80). thus, the instrument can be used to measure math anxiety. scaffolding scaffolding in learning is interpreted as assistance given to students when they have difficulty solving problems. help can come from friends, teachers, and technology (bannert & mengelkamp, 2013; rojas-drummond et al., 2013). scaffolding instrument adapted from tubagus (2022). scaffolding was assessed using a 16-item questionnaire. a 5-point likert scale is also used in this item. an example of an item in the questionnaire is: when i cannot do the practice questions, a friend explains the first steps in working on a math problem. each item has a product-moment correlation between .26 to .66 and is declared valid (r > .22). each score is added to measure scaffolding. the instrument has moderate reliability and can be used to measure scaffolding (cronbach alpha = .73). attitude toward mathematics attitude toward mathematics is in the form of a student's emotional response in the form of a positive response or a negative response to everything related to learning mathematics (akinsola & olowojaiye, 2021; eshun, 2006; zan & di martino, 2008). the math attitude instrument was adapted from tubagus (2022). the math attitude instrument consists of 15 questions on a 5-point likert scale. the instrument comprises positive statements (9 items) and negative statements (6 items). student responses to each item are summed and then used to measure math attitudes. each item score is correlated with the total score to measure the item's validity. each item (r between .39 to .62) in the instrument was declared valid (r > .22), and the instrument had moderate reliability (cronbach alpha = .77). working memory working memory in mathematics is a part of short-term memory capable of storing information (ashcraft & krause, 2007; baddeley, 2019; kane et al., 1999). the working memory instrument was adapted from tubagus (2022). the working memory of the instrument contains 12 statements, 8 of which are positive and 4 of which are negative. positive items are scored while negative items are scored in reverse. the score on each item is added up to measure working memory. each item was declared valid (product correlation between .24 to .63), and the instrument was declared reliable (cronbach alpha = .69). one of the items in the questionnaire about working memory is "i can re-explain to my friends what the teacher has said”. procedures the researcher first submitted a permit application to the school. after the school gave permission, the researcher consulted with the teacher about distributing the questionnaire. the sampling technique in this study used random cluster sampling. random sample selection based on classes in each school. the students involved have expressed their willingness to fill out the questionnaire voluntarily by signing the agreement form. ningsih, e. f., budiningsih, c. a., sugiman, s., & pamungkas, t. 119 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 the researchers worked with high school math teachers and islamic boarding school administrators. the study was carried out during the even semester of the 2022/2023 academic year. the teacher shares the google form link to students from public schools. in addition, numerous teachers used computer lab resources connected to the internet network to assist with questionnaire completion. while students in islamic boarding schools are not permitted to use smartphones, researchers are supported by the boarding school administration by using numerous islamic boarding school officials' cellphones to assist students in filling out the google form link. data analysis descriptive analysis is used to describe each variable (table 2). this study examines differences in math anxiety, math attitude, scaffolding, and working memory among students who reside in islamic boarding schools versus public school students using covariance analysis in ibm spss 24. the learning environment is included as a covariance since it influences the findings. furthermore, ibm spss 24 was used to perform bivariate product moment analysis to assess the link between variables from each learning environment (islamic boarding schools and public schools are analyzed separately). finally, smartpls 3 path analysis was used to explore the impact of math anxiety, math attitude, and scaffolding on working memory. students from public schools and islamic boarding school are evaluated simultaneously in this section, can be seen in table 2. the average math anxiety of high school students is 38.07 (maximum score of 60), while for scaffolding, it is 52.21 (maximum score of 75). while the average for mathematical attitude is 47.17 and working memory is 42.94. the highest anxiety was experienced by students from islamic boarding schools (score 60). likewise, for math attitude (max score = 75), working memory (65), and scaffolding (75), the highest scores were owned by students from islamic boarding schools. results and discussion results learning environment differences for each variable table 3 present adjusted means and standard errors of math anxiety. anova analysis was used to assess scaffolding and working memory dependent on learning environment. students from islamic boarding schools (m = 36.3; se = .55) have lower math anxiety than students public schools (m = 42.9; se = .68). furthermore, students who attend islamic table 2. mean scores and standard deviations for each variables variable school n m sd se min max attitude toward mathematics public 147 45.38 6.09 .51 28 72 boarding 401 47.83 8.14 .41 15 75 total 548 47.17 7.72 .32 15 75 working memory public 147 42.26 4.74 .39 28 56 boarding 401 43.18 5.36 .26 27 65 total 548 42.94 5.22 .22 27 65 scaffolding public 147 49.93 6.56 .54 32 64 boarding 401 53.04 6.22 .31 32 75 total 548 52.21 6.45 .27 32 75 math anxiety public 147 42.97 8.33 .68 13 55 boarding 401 36.28 11.01 .55 12 60 total 548 38.07 10.77 .46 12 60 examining the impact of math anxiety, scaffolding, and math attitude on working memory: a comparative analysis between islamic boarding schools and public schools 120 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 boarding schools have more positive math attitude (m = 47.8; se = .41) than students who attend public schools (m = 45.1; se = .57). islamic boarding school students had greater scaffolding (m = 53.04; se = .54) than public school students (m = 49.9; se = .54). however, no significant difference in working memory between islamic boarding school students and public school students. correlations among math anxiety, attitude, scaffolding, and working memory math anxiety shows negative correlation with math attitude (public school r = -.376; p =.000; islamic boarding school r = -.412; p = .000). math anxiety shows positive correlation with scaffolding in public schools (r = .518; p = .000), but no significant correlation in islamic boarding schools. math anxiety had a strong negative connection with working memory in table 3. adjusted means and standard errors of variables by learning environment variabel islamic boarding school (401) public school (147) f p math anxiety 36.3 ( .55) 42.9 ( .68) 44.76 .000 math attitude 47.8 ( .41) 45.1 ( .57) 12.65 .000 scaffolding 53.0 ( .54) 49.9 ( .54) 26.18 .000 working memory 43.2 ( .27) 42.3 ( .39) 3.38 .066 p < .05 table 4. pearson correlations between math anxiety, scaffolding, attitude toward mathematics, and working memory for public schools (above diagonal) and islamic boarding schools (below diagonal) variable math anxiety math attitude scaffolding working memory math anxiety -.376** .518** -.075 math attitude -.412** -.104 .485** scaffolding .042 .204** .168** working memory -.333** .519** .262** **) p < .001 table 5. fitted direct and indirect effects for public school path models o m sd t p direct effect math atitute -> working memory .323 .318 .089 3.611 .000 math anxiety -> math atitute -.554 -.554 .065 8.543 .000 math anxiety-> working memory -.337 -.337 .071 4.736 .000 scaffolding -> math atitute .164 .163 .069 2.381 .018 scaffolding -> working memory .191 .194 .090 2.133 .033 indirect effect math anxiety -> math atitute -> working memory -.179 -.177 .056 3.170 .002 scaffolding -> math atitute -> working memory .053 .051 .026 2.051 .041 note: o = original sample table 6. fitted direct and indirect effects for islamic boarding school path models o m sd t p direct effect math atitute -> working memory .451 .455 .045 10.096 .000 math anxiety -> math atitute -.347 -.348 .058 6.020 .000 math anxiety -> working memory -.071 -.068 .046 1.551 .121 scaffolding -> math atitute .169 .173 .056 3.025 .003 scaffolding -> working memory .200 .198 .042 4.735 .000 indirect effect math anxiety -> math atitute -> working memory -.190 -.191 .029 6.658 .000 scaffolding -> math atitute -> working memory .072 .074 .020 3.544 .000 note: o = original sample ningsih, e. f., budiningsih, c. a., sugiman, s., & pamungkas, t. 121 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 islamic boarding school pupils (r = -.33; p = .000), in contrast to public schools. there was no significant correlation between attitude and scaffolding for public school students, but there was significant correlation between attitude and scaffolding for islamic boarding school students (r = .204; p = .000) there was no significant correlation between math attitude and scaffolding for public school students, but there was significant correlation between math attitude and scaffolding for islamic boarding school students (r = .204; p = .000), see table 4. path analysis: attitude as a mediator the findings show that there is a significant direct relationship between attitude towards mathematics and working memory in both public and islamic boarding schools, as well as a relationship between math anxiety and math attitude; scaffolding and math attitude; and scaffolding and working memory. whereas in public schools, math anxiety has significant direct effect on working memory, it has no significant effect in islamic boarding schools. furthermore, the calculations demonstrate that math attitude is a mediator between math anxiety and working memory in both public and islamic boarding schools, can see table 5 and table 6. figure 2. testing of math attitude as a moderator between relationship among mathematics anxiety, scaffolding, and working memory in public schools figure 3. testing of math attitude as a mediator between the relationship among math anxiety, scaffolding, and working memory in a islamic boarding school. examining the impact of math anxiety, scaffolding, and math attitude on working memory: a comparative analysis between islamic boarding schools and public schools 122 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 math anxiety and math attitude have a significant impact on public schools, according to the f square (f = .457). the relationship between working memory and attitude toward mathematics is moderate (f = .115). math anxiety has a moderate impact on working memory ( .128). working memory and scaffolding has low effect ( .057). r square on mathematical attitude falls into the moderate category (r square = .320). this demonstrates that scaffolding and math anxiety have a 32% effect on math attitude. meanwhile, the r square for working memory is in the moderate category (r square = .377), indicating that scaffolding, math anxiety, and math attitude have a moderate effect on working memory (37.7%). in islamic boarding schools, f square math anxiety and attitude toward mathematics have a moderate impact (f = .134). the effect of math attitude on working memory is moderate (f = .247). math anxiety to working memory has no significant effect (f = .006). math attitude has a weak category for r square (r square = .125). this demonstrates that islamic boarding schools in scaffolding and math anxiety have a smaller influence (12.5%) than public schools (32%). r square in working memory is in the moderate category (r square = .279). although scaffolding, math anxiety, and math attitude have a moderate effect in public schools and islamic boarding schools, the three variables (scaffolding, math anxiety, and math attitude) have a bigger influence (37.7%) in public schools than in islamic boarding schools (32%). the results of the path analysis for the two groups demonstrate that it has an effect on math anxiety for working memory for public schools but not for islamic boarding schools. math anxiety has no significant effect on working memory. path analysis results: alternative models the smsr model fit criteria must be smaller than .05 (cangur and ercan, 2015). rms theta or root mean square theta value .102; srmr value or standardized root mean square .10 or .08; and nfi value > .90 are the model fit requirements. based on the model criteria, the value of rms theta or root mean square theta .321 > .102 does not match the fit model criteria. however, based on the srmr or standardized root mean square value, the value is .000 < .10 and nfi 1 > .90, the model is fit based on these two criteria. as a result, we can conclude that the model fits the data. discussion learning environment comparison in math anxiety, scaffolding, math attitude, and working memory previous research has shown that the islamic boarding school atmosphere has more activities than public schools since it offers two curriculum (ngarifillaili et al., 2021). specifically, the school curriculum and religion. there are additional didactic difficulties in studying mathematics for students who come from islamic boarding schools (hendrayana et al., 2019; yusuf, 2022)according to the study findings, pupils who attend islamic boarding schools had lower levels of math anxiety than those who attend public schools. similarly to math attitudes and scaffolding, students from islamic boarding schools have a favorable attitude toward mathematics and value the use of scaffolding in learning mathematics. students' psychological conditions are influenced by differences in their surrounding conditions. the islamic boarding school atmosphere instills a positive attitude in students. parents' primary purpose in sending their children to islamic boarding schools is to increase their children's religious knowledge, so it is understandable that they feel stressed in the field of general studies. the research findings demonstrate that pupils from the islamic boarding school and those from public school have the same working memory capacities. this at least demonstrates that, despite low math anxiety levels, optimistic attitudes, and scaffolding support for students from islamic boarding schools had no substantial impact on their working memory system. this is supposed to develop due to the burden of religious and general topic matter that must be studied ningsih, e. f., budiningsih, c. a., sugiman, s., & pamungkas, t. 123 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 concurrently. islamic boarding schools mix two curricula to provide students with more disciplines (ngarifillaili et al., 2021). student must study morals, al-qur'an, al hadith (huda et al., 2020). this finding shows that the positive attitude and scaffolding given for islamic boarding school students are not relevant to the field of mathematics. a positive attitude in learning mathematics comes from the obedience of students towards their teacher (kyai) and the intensity of encouragement that is not specific about mathematics. this is why this variable has no impact on working memory systems. according to research (saleh & rahman, 2016) islamic boarding school pupils are better at algebra. this finding surely inspires educators to further reformulate learning in order to maximize the potential of pupils, particularly those in islamic boarding schools. correlation among math anxiety, scaffolding, math attitude and working memory a major finding in this study is a high impact between math anxiety, scaffolding, math attitude and working memory in students from both public and islamic boarding schools. students with low math anxiety will have a favorable attitude toward mathematics, which will influence the working memory system. this relates to haciomeroglu's presentation that excessive learning anxiety generates a negative attitude (akin & kurbanoglu, 2011) toward mathematics (haciomeroglu, 2017). negative attitudes about mathematics have an effect on their working memory system (jung & reid, 2009). previous research has found that high levels of arithmetic anxiety have a poor impact on working memory performance (klados et al., 2015; pellizzoni et al., 2022; ramirez et al., 2013). this study's findings reflect previous research findings that there is a significant correlation between math anxiety and working memory in public schools. however, the findings of this study suggest that math anxiety has no direct effect on working memory in islamic boarding schools. however, math anxiety is mediated by math attitude, which impacts on working memory. the outcomes of this study are consistent with caviola's findings (caviola et al., 2022) which claimed that there was no significant correlation between math anxiety and working memory. the next finding shows that there is a significant correlation between scaffolding, math attitudes, and working memory in students from public schools and islamic boarding schools. although researchers in this situation are confined to research results that show a relationship between scaffolding and working memory, there are research results that suggest scaffolding has an impact on mathematical achievement (b. r. bryant et al., 2016). at least, the findings of this study suggest that working memory is related to student performance. scaffolding is important for learning mathematics, especially for supporting working memory systems. implications research results have shown that mathematical attitudes and scaffolding directly impact students' cognition. for educational psychologists who design mathematics learning, it is necessary to consider what forms of counseling can be given to students. especially for students from islamic boarding schools, providing appropriate assistance has a high potential to improve students' cognitive systems. math teachers and school counselors can provide math counseling services. the following are forms of counseling that can be given (adapted from knowles (2004) and furner (2017). mathematics mental health diagnostics diagnosis of mental health math, specifically math anxiety. a math teacher needs to have data about how the level of math anxiety experienced by their students. the results of this diagnosis will be a reference for teachers to provide interventions relevant to students' conditions. reducing math anxiety can be done through guidance sessions with teachers and counselors. students with high math anxiety are allowed to share their experiences or feelings examining the impact of math anxiety, scaffolding, and math attitude on working memory: a comparative analysis between islamic boarding schools and public schools 124 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 about mathematics in the past. in this counseling session, students can express their feelings about mathematics using the college learning metaphor survey (example: if mathematics were a color what color would it be? if mathematics were an animal, what would it be?). the math teacher and students then have a casual discussion discussing how the ideal math class is. after that, a self-talk session to develop positive thinking about learning mathematics. math teachers can use someone's story of success in math as a relaxation technique. students can be tasked with making a simple interesting song about something they like in mathematics. teachers can set up a "math feeling journal" to monitor and manage math anxiety. mathematical cognitive diagnostics diagnosing students' mathematical abilities regarding geometry and algebra can be used to map students' mathematical difficulties. school counselors can provide cognitive test services and discuss the result with the mathematics teacher. in addition, the mathematics teacher can use the results of mathematics achievement during learning to determine who needs help and what assistance is needed. constructivist teaching of mathematics constructive mathematics learning will encourage students to give the correct answer. instead, learning focuses on the process of doing mathematics. students are involved in mathematical activities that can encourage them to work harder. students from islamic boarding schools live together with peers so that teachers can maximize peer assistance. teachers can give assignments that involve group discussions outside of class hours. during learning, the teacher can provide scaffolding using the probing questioning technique. students are involved in mathematical communication activities with dialogues that pay attention to sociomathematics norms. mathematical problems must be designed considering contextual problems, for example, through cultural contexts, to make students feel valued. limitations and suggestions this research involved students from the junior high school level who came from public schools and islamic boarding schools. when choosing the sample, the researcher distinguished between pupils who attended islamic boarding schools and those who did not attend islamic boarding schools. of course, these limitations encourage future research to focus on characteristics of students' mathematical competence. more research is needed that focuses at similar issues while also considering students' abilities into considerations. the following drawback is that the working memory instruments still only support elements of simple concepts and operations. the instrument's assertions do not accommodate applicative characteristics that necessitate a more complicated work system. in reality, understanding mathematics entails this as well. conclusion the findings of this study contribute to a number of elements that influence students' learning of mathematics and working memory, including math anxiety, scaffolding and math attitude components in junior high school students. this study also compares math anxiety, scaffolding, math attitude and working memory to pupils from public and islamic boarding schools. students who attend islamic boarding schools have lower math anxiety, higher math attitude, and better scaffolding than students who attend public schools. previous research has focused on the influence of math anxiety on math attitude. this study extends the research by investigating the impact of math anxiety on working memory using math attitude as a moderate variable. the data show that in islamic boarding-based schools, math anxiety has an indirect ningsih, e. f., budiningsih, c. a., sugiman, s., & pamungkas, t. 125 islamic guidance and counseling journal vol. 6, no. 1, pp. 113-129, 2023 impact on working memory that is mediated by math attitude. furthermore, scaffolding has a significant impact on working memory. acknowlegment this study's findings are part of the dissertation on the development of mathematics learning models. the third stage, according to the dick and carey development model, is to analyze the characteristics of students and the context, including psychological aspects. the researchers are grateful to the ministry of religion of the republic of indonesia for offering doctoral scholarships and everyone who involved in this research. author contribution statement efn, cab, and ss contributed to concept preparation and study design. efn performed data collection. the data analysis section was carried out jointly by efn and tp. the draft of the article was written by efn, which was then reviewed again by ss and cab. all authors contributed and provided feedback on this article. references akin, a., & kurbanoglu, i. n. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1016/j.anyes.2017.10.001 https://doi.org/10.47750/pegegog.13.01.33 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=zakariya%2c+y.+f.+%282018%29.+development+of+mathematics+anxiety+scale%3a+factor+analysis+as+a+determinant+of+subcategories.+journal+of+pedagogical+research%2c+2%282%29%2c+135%e2%80%93144&btng= https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=zakariya%2c+y.+f.+%282018%29.+development+of+mathematics+anxiety+scale%3a+factor+analysis+as+a+determinant+of+subcategories.+journal+of+pedagogical+research%2c+2%282%29%2c+135%e2%80%93144&btng= https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=zan%2c+r.%2c+%26+di+martino%2c+p.+%282008%29.+attitude+toward+mathematics%3a+overcoming+the+positive%2fnegative+dichotomy.+the+montana+mathematics+enthusiast%2c+monograph%2c+157%e2%80%93168.&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: rahman, i. k., rosidah , n. s., & tamam, a. m. (2023). development of a scale for measuring the competencies of islamic counselors. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3133 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung development of a scale for measuring the competencies of islamic counselors imas kania rahman*, noneng siti rosidah, abas mansur tamam universitas ibn khaldun bogor, indonesia imaskr73@gmail.com* article information: received august 16, 2022 revised january 25, 2023 accepted january 31, 2023 keywords: competencies; islamic counselor; scale development abstract the competence of an individual's personality is a crucial aspect in determining the success of guidance and counseling services. it is important to measure the personality competence of islamic counselors to assess their preparedness to fulfill their responsibilities in the workplace. this measurement serves as a benchmark for the quality of prospective islamic counselors and can be used as an evaluation tool. the objective of this study is to develop a scale to measure the personality competence of prospective islamic counselors based on the american school counselor association (asca), the american counseling association (aca), and the minister of national education regulation of the republic of indonesia number 27 year 2008 related to counselor competencies. the study employed a qualitative approach in formulating statement items and a quantitative approach to test the internal validity of the scale. the internal validity was confirmed through v-aiken analysis and confirmatory factor analysis (cfa) using the kaiser meyer olkin (kmo) test. additionally, the reliability of the scale was tested using the cronbach alpha method. the results showed that the islamic counselor personality competence scale was declared to be valid and reliable for all indicators and items. introduction building student independence competencies requires educators who are competent in pedagogy, personality, social, and professional aspects (abkin, 2018). a counselor should possess these four competencies and display good personality traits, stability, maturity, skill, and wisdom (puji & lestari, 2021). personality competence is an important aspect that is developed through self-reflection, self-motivation, and personal growth (blašková et al., 2014). it is also influenced by biological and environmental factors (irina, 2011). formal education plays a role in shaping the personality of prospective counselors. the quality of guidance and counseling services (bk) is influenced by the personal characteristics of the counselor (guillén & saris, 2013; makhmudah, 2017) and is a determining factor for the quality of the services (zaini & nita, 2017). according to glading (2015), the counselor's personal integrity is more important than formal education, knowledge, or technical expertise in providing counseling services. additionally, cognitive ability does not guarantee the ability to control one's personality (rammstedt & john, 2007). however, using personality as a tool for general employee selection is not recommended (o’reilly, 1977). on the other hand, other research supports the importance of personality in performance results, especially when viewed from a motivational perspective (barrick et al., 2012). counselees who are facing problems often resort to negative behavior as a form of compensation (nuridin & anwar, 2019; https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3133 mailto:imaskr73@gmail.com https://orcid.org/0000-0002-2429-9364 https://orcid.org/0000-0002-1117-7106 https://orcid.org/0000-0002-6589-5939 rahman, i. k., rosidah , n. s., & tamam, a. m. 29 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 riswanto, 2019). counselors play a crucial role in providing support to these individuals. the presence of qualified counselors is an urgent need in the community (daulay, 2019). the solution to increasingly complex problems is the presence of a counselor with an islamic personality (zaini & nita, 2017). islamic counseling services in schools aim to assist students in aligning their learning activities with the goals of islamic education, which are to fulfill the mandate of being an abdullah and khalifatullah, leading to happiness and safety in this world and the hereafter (sutoyo, 2017). the ultimate goal of counseling is to help counselees recognize their potential and understand that religious teachings are not just worship guidelines, but also solutions for life (e ermalianti & ramadan, 2022). this goal can be achieved by having a counselor with an islamic personality. the american school counselor association (asca) has formulated six counselor competencies (curry & milsom, 2018). in terms of personality competence, these include a commitment to helping others, empathy, respect for individuality, self-awareness, acceptance of oneself, respect for freedom of choice, effective communication, creativity, a sense of humor, belief in the positive potential of others, sensitivity to others, etc. this formulation serves as a basis for determining the counselor's competence in terms of mindset and behavior. in terms of mindset, school counselors believe in the ability of every student to learn and succeed and have access to quality education (ryan, 1975). in terms of behavior, school counselors demonstrate standards such as designing, implementing, and assessing school counseling programs. the asca and the aca acknowledge the significance of certain personality traits, such as empathy, self-acceptance, and ethical conduct, in the role of a counselor. these qualities are considered crucial for establishing a positive therapeutic relationship and ensuring client wellbeing (rahardjo, 2017). the personality competencies formulated by asca and aca align with the minister of national education regulation of the republic of indonesia number 27 year 2008, which outlines the competencies required of counselors in indonesia. the regulation is influenced by pancasila, the indonesian state philosophy that places emphasis on the belief in one god. however, the development of a valid and reliable instrument for assessing the personality competencies of islamic counselors, referred to as kkki, remains a challenge. in romania, the school-based counseling program has progressed with the implementation of the education law 84/1995, which highlights the importance of counseling services for students, parents, and educational personnel. however, the question of defining the identity and ensuring the quality of romanian counselors arose in 2006, leading to the creation of a national certification process that requires applicants to meet specific criteria such as practical experience, completion of assessment and supervision coursework, and adherence to a code of ethics. despite these efforts, the development of counselor personality competence is not specifically addressed in this process (szilagyi & paredes, 2010). similarly, counseling services in other countries have been developed using the same strategy as the united states, and it can be assumed that the personality competencies of counselors are in line with the concepts of aca and asca. competence in counseling takes the form of multicultural counseling competencies (mcc) as outlined by sue et al. (1992), and the concept of social justice counseling competencies was introduced in boston. this approach prioritizes the need for counselors to possess the skills and knowledge to address issues of oppression and discrimination in the counseling process and advocate for social change in society, promoting equity and justice for all clients (field et al., 2019). personality is a multi-faceted concept encompassing physical, psychological, and sociological dimensions (saucier & srivastava, 2014). to measure personality traits, the neo five factor inventory (neo-ffi) is widely utilized (rammstedt & john, 2007). the five dimensions of this model are neuroticism, extraversion, openness to experience, agreeableness, development of a scale for measuring the competencies of islamic counselors 30 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 and conscientiousness, which were originally identified by cattell (1943) through a reduction process from 4,500 items to 35 variables and finally to 12 factors (goldberg, 1990). the 240-item neo personality inventory (costa & mccrae, 2012) is another popular instrument for measuring personality traits, but it has been revised to become the neo-pi-r (othman et al., 2014). however, this model has been criticized for its lack of consideration of cultural effects on personality traits (costa & mccrae, 2012). to address this issue, personality assessments that are more culturally appropriate have been developed, such as the chinese personality assessment inventory (cpai) and the south african personality inventory (sapi) (cheung et al., 1996). mastor et al. (2000) also conducted research on malay personality. recent research (de raad et al., 2010) suggests that only three personality factors can be replicated across languages and cultures, emphasizing the need for personality assessment instruments that cater to non-western cultures. another commonly used personality assessment tool is the ipip-international collection of personality inventory (goldberg, 1990). the study of personality has been approached in different ways by various researchers. the hexaco model (ashton & lee, 2008) encompasses the dimensions of honesty, humility, emotionality, extraversion, agreeableness, conscientiousness, and openness. another model, the riasec (hogan & holland, 2003), categorizes personality into realistic, investigative, artistic, social, enterprising, and conventional. personality is a dynamic construct that can change and develop over time (mammadov, 2022). this development can encompass a person's attitudes, expressions, feelings, and behavior (faturohman & sciences, 2021). these behaviors can be observed in everyday life and during the counseling process (lianasari & purwati, 2022). willis (2011) identifies 13 personality traits, which align with the indonesian ministry of education and culture's (riswanto, 2019) formulation of 13 personality traits. similarly, glading (2015) formulates seven ideal personality traits, while hartono (2019) focus on the personal integrity of the counselor. in the context of islamic counseling, the personality competencies of islamic counselors have been referred to as at-tawazun (arifin & zaini, 2014). ardimen (2018) highlights 16 personality competencies of asmaul husna, including 7 criteria, while zuhal (2022) emphasizes 6 competencies related to the roles of abdullah and khalifatullah. the measurement of competency in islamic counselors is an important process that helps to assess the number of islamic personality traits they possess, based on established criteria. this information is crucial for policy making in education (lupyanto & dwikurnaningsih, 2014). the competency measurement can highlight the development of islamic personality traits in counselors or prospective counselor students and identify differences between them. the collected data can serve as an indicator of the success or failure of the bk study program. however, there are some errors in the competency measurement process. these errors can include the fluctuating mental or emotional state of the counselor, a lack of comprehensive measurement tools, and items that are difficult for the counselor to understand, resulting in inaccurate results (lupyanto & dwikurnaningsih, 2014). measurement of personality competence in prospective counselors is still limited. lupyanto's (2014) research at satya wacana christian university (uksw) bk study program did not use a personality competence scale. instead, the research led to the development of an application that was tested for its content and objectives, quality of instruction, and quality of technique. the design was validated by inviting two bk experts to assess the content and an information and technology (it) experts. rationale of the study counselors are expected to serve as role models for their clients (zaini & nita, 2017). muslim counselors possess islamic personality competencies that distinguish them from other rahman, i. k., rosidah , n. s., & tamam, a. m. 31 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 counselors who do not adhere to eastern ethical principles (riswanto et al., 2016). the secular western culture of character development does not require belief in god, and personality is viewed only as the ability to follow a code of ethics during counseling services (othman et al., 2014; szilagyi & paredes, 2010). counselor personality is often discussed in the context of multicultural counseling competencies (casas et al., 2021; erickson cornish et al., 2014; mollen et al., 2011; ratts et al., 2016; sue et al., 1992). openness to religious diversity, culture, and life choices without imposing one's own religious values is crucial for counselors (fukuyama, 1990; ratts et al., 2016; richardson & molinaro, 1996; tosi, 1991). multicultural counseling has expanded to include not only racial and ethnic minorities, but also women, gays and lesbians, and other special populations. research has been conducted on prospective counselor students and their competence in multicultural counseling (collins et al., 2015; hipolito-delgado et al., 2011; prosek & michel, 2016). career counselors' competence (neault, 2014) and the personality of professional counselors and service organizations (prasath et al., 2021) have also been studied and serve as criteria for professional counselors (doraiswamy et al., 2012). the concept of personality is not always consistent with islamic culture and teachings. according to al-ghazali, someone's heart must be obedient to allah and happy in his devotion to attain light through worship and good deeds. on the contrary, a heart that is disobedient to allah will have a vile nature and will leave a negative impact on the person's personality. personality assessment tools that do not reflect the islamic concept of personality cannot accurately measure the personality of muslim counsellors. counselors with a desirable personality can increase students' interest in counseling services (fatchurahman & bulkani, 2018; fatmawijaya, 2015; roemer et al., 2022). a counselor's individual personality is a key factor in providing effective counseling services (haolah et al., 2018) and can lead to optimal counseling outcomes (kurniasih et al., 2020). counselors with good personalities also serve as positive role models for their clients (fitri, m., dahliana, d., & nurdin, 2017; putri, 2016), especially for teenagers (kowal et al., 2020), who consider a counselor's role as a role model to be a crucial aspect of their competence. personality competence has been linked to various factors, including cognitive abilities (boe, 1964; borghans et al., 2016; lechner et al., 2017; mammadov, 2022; poropat, 2009; zhang & ziegler, 2016), health (arthur & graziano, 1996; bogg & roberts, 2004; rammstedt & john, 2007; rasmussen et al., 2009), and job performance (hogan & holland, 2003). the personality of an islamic counselor can be shaped according to the teachings of buya hamka (syariful, 2019), sheikh muhammad arsyad al-banjari's character education (khairullah & ridhani, 2018), and the values in the poem "qasidah ya ar hamar rohimin" by habib abdullah bin husain bin thohir baa alawi (husain et al., 2022). however, current counselor personality competency scales have not yet been integrated with islamic personality (utami, 2021). in a study of junior high school counselors and equivalent in citeuerup, the highest score in the personality competency category was faith and piety to god almighty (rini et al., 2016). similarly, research found that the personality competence of bk students at syiah kuala university is only approximately 16.8% (fadhlina et al., 2020), suggesting the need for improvement. a study of 120 counseling students analyzed the relationship between basic knowledge, basic communication skills, and cultural skills on counseling competence (setiyowati et al., 2019). integrating the counselor's personality competence with islamic personality has been explored in several studies. counselors with integrity have been found to display good attitudes and performance (haryati, 2020), and islamic morals have been identified as the foundation for a muslim counselor's assistance to counselees (ermalianti, 2021). additionally, the islamic personality scale (ips) has been developed based on the personality theory framework of development of a scale for measuring the competencies of islamic counselors 32 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 mutmainnah, lawwamah, and ammarah (farmawati & hidayati, 2019). the dimensions of counselor competence in iran have also been examined from the perspective of successful counselors at the syamim sepah counseling center (karami & choupani, 2020). however, the integration of the islamic counselor personality competency scale with the concepts formulated by asca, aca, and permendikbud no. 27 of 2008 is still open for research. purpose of the study the aim of this study is to establish a standardized personality competency scale for islamic counselors. this involves examining the existing scales for counselor personality competence and integrating them with islamic personality concepts and values. the goal is to provide a tool for measuring the personality competencies of islamic counselors, which can help to improve the quality of counseling services provided to individuals and communities. the standardization of the personality competency scale is critical in ensuring that the counselors have the necessary qualities and skills to effectively carry out their duties, while maintaining their adherence to islamic values and principles. methods stage 1 of the study: items writing and content validity participants the validity and reliability of the proposed islamic counselor personality competency scale was determined through a multi-step process. firstly, it was reviewed by five experts with expertise in language, islamic education, philosophy of islamic education, islamic communication, and islamic counseling. additionally, two counselor lecturers also provided their insights. secondly, the scale was evaluated by 30 experts in the field of islamic bk (bki). finally, its validity and reliability were assessed by administering the scale to 166 prospective islamic counselor students. instrument the islamic counselor personality competency (kkki) scale consists of 67 items that have been reduced from 14 indicators and 4 aspects, using a likert scale. three sample statements from the scale include: a) maintaining unwavering faith in allah swt, free from shirk and superstition, as the primary foundation in fulfilling the role as a counselor, b) demonstrating creativity and determination in carrying out responsibilities as a counselor, as a form of religious obligation, c) displaying a neat and modest appearance through the wearing of islamic attire in accordance with the sunnah. procedures the validity of the islamic counselor's personality competency scale was tested through two steps: content validity and construct validity. content validity focuses on the elements within the scale and is assessed through rational analysis and expert opinion in relevant fields (azwar, 2015; coaley, 2012). in the first stage of content validity, the scale and instrument grids were validated by five experts in language, islamic education, the philosophy of islamic education, islamic communication, and islamic counseling, as well as two additional lecturer-counselors. following this, the scale was further assessed by 30 experts in bki. this stage resulted in the revision of 9 existing items and the addition of 2 new items. the final scale consisted of 76 items and was evaluated using a likert scale (very good to not good) by 30 bki masters graduates, with data collected using google forms and processed using aiken's v. the second stage, construct validity, tested the scale's 67 items using a 4-point alternative answer format (very capable, capable, less able, and unable) on 166 students in bki and bkpi. rahman, i. k., rosidah , n. s., & tamam, a. m. 33 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 data was collected through google forms and analyzed using confirmatory factor analysis (cfa). the reliability of the items was also assessed using cronbach alpha. the results of the 166 students were recorded on a google sheet. stage 2 of the study participants the participants in this study consisted of 30 experts in bki, who were graduates of the master's program at uin sunan kalijaga yogyakarta, with a majority being lecturers at islamic religious colleges (ptai). the participants were a mix of male and female, with an age range of 35-45 years. additionally, 166 bki and bkpi students in their fourth and sixth semesters, with a mix of male and female and an age range of 21-25 years, also participated in the study. all participants had given their consent to participate and data was collected through a google form. data analysis the validity of the scale was tested using v-aiken analysis (1985), which calculates the content validity coefficient and assesses the extent to which the scale items accurately reflect the construct being measured (hendryadi, 2017). this scale comprises four aspects with 18 indicators, and the confirmatory factor analysis (cfa) was performed to determine the appropriate measurement model. the cfa process requires adequate sampling (hair et al., 2010) and employs kaiser-meyer olkin (kmo) analysis to assess the normality of the data. if the number of items on the scale is unequal among the indicators, standardized data (z and t) is used, followed by the bartlett's chi-square test. finally, the reliability of the scale is determined through cronbach's alpha. limitations of the methodology the islamic counselor's personality competency scale remains open for further validation, including analysis using the content validity index (cvi) and exploratory factor analysis (efa), as well as testing using amos software. table 1. test content validity using v aiken item no. σs n(c-1) v description 1 87 90 .966667 height 2 88 90 .977778 height 3 86 90 .955556 height 4 79 90 .877778 medium 5 89 90 .988889 height 6 86 90 .955556 height 7 87 90 .966667 height 8 84 90 .933333 height 9 84 90 .933333 height 10 87 90 .966667 height 11 85 90 .944444 height 12 86 90 .955556 height 13 82 90 .911111 height 14 83 90 .922222 height 15 78 90 .866667 medium 16 83 90 .922222 height 17 79 90 .877778 medium 18 74 90 .822222 medium 19 80 90 .888889 height 20 80 90 .888889 height 21 77 90 .855556 medium 22 79 90 .877778 medium development of a scale for measuring the competencies of islamic counselors 34 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 item no. σs n(c-1) v description 23 80 90 .888889 height 24 81 90 .9 height 25 80 90 .888889 height 26 84 90 .933333 height 27 79 90 .877778 medium 28 82 90 .911111 height 29 81 90 .9 height 30 78 90 .866667 medium 31 76 90 .844444 medium 32 79 90 .877778 medium 33 80 90 .888889 height 34 85 90 .944444 height 35 83 90 .922222 height 36 83 90 .922222 height 37 75 90 .833333 medium 38 77 90 .855556 medium 39 77 90 .855556 medium 40 82 90 .911111 height 41 78 90 .866667 medium 42 78 90 .866667 medium 43 78 90 .866667 medium 44 80 90 .888889 height 45 79 90 .877778 medium 46 75 90 .833333 medium 47 74 90 .822222 medium 48 74 90 .822222 medium 49 84 90 .933333 height 50 86 90 .955556 height 51 79 90 .877778 medium 52 79 90 .877778 medium 53 76 90 .844444 medium 54 77 90 .855556 medium 55 76 90 .844444 medium 56 80 90 .888889 height 57 77 90 .855556 medium 58 79 90 .877778 medium 59 78 90 .866667 medium 60 81 90 .9 height 61 81 90 .9 height 62 80 90 .888889 height 63 72 90 .8 medium 64 79 90 .877778 medium 65 81 90 .9 height 66 77 90 .855556 medium 67 76 90 .844444 medium 68 78 90 .866667 medium 69 77 90 .855556 medium 70 77 90 .855556 medium 71 80 90 .888889 height 72 78 90 .866667 medium 73 79 90 .877778 medium 74 77 90 .855556 medium 75 78 90 .866667 medium 76 75 90 .833333 medium table 2. aiken's v and kmo test results items σs v kmo p item 1-76 6078 .888596 .902 .000 rahman, i. k., rosidah , n. s., & tamam, a. m. 35 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 tabel 3. islamic counselor personality competency scale blue print no aspects indicator items 1 believing and fearing allah swt showing a personality that has faith and piety to allah swt: 1, 2, 3, 4, 5, 6, 7, 9, 10 consistency in religious life 11, 12, 13, 14, 15,16,17, 75 tolerant of followers of other religions 27, 31 noble and virtuous character 23, 33, 34, 35, 36, 37, 39, 40, 42, 48, 49, 50, 51 2 respect and uphold human values, individuality and freedom of choice: apply a positive and dynamic view of human beings as spiritual, moral, social, individual and potential beings 25, 18, 63 appreciate and develop the positive potential of individuals in general and counselees in particular 71, 32 care for the benefit of humans in general and counselees in particular 44, 45, 46, 47 uphold human dignity in accordance with their human rights 41, 28, 26 tolerant of counselee problems 30, 29 be democratic 43, 65 3 demonstrates strong personality integrity and stability display commendable personality and behavior 21, 53, 54, 59, 61, 66, 70 displays stable emotions 60, 72, 68, 58 be sensitive, empathetic and respect diversity and change 57 displays a high tolerance for counselees who deal with stress and frustration 69, 67 4 features high quality performance displays smart, creative, innovative and productive actions 8, 22, 55, 56 passionate, disciplined, and independent 24, 62, 19 good looking and fun 52, 64, 38 communicate effectively 73, 20, 74 results and discussion results the islamic counselor personality competency scale, which consists of 67 items derived from 14 indicators, has undergone both content and construct validity tests. the content validity was tested by 5 experts and 30 bki master's graduates and was processed using aiken's v, resulting in a high category value of .8886. the construct validity test was performed on 166 bki and bkpi students and processed using cfa. the sample adequacy was evaluated using the kaiser-meyer olkin test with a result of .902, and the barlet test chi-square result was 8175.956 with a significance of .000. the anti-image correlation of all items was greater than .50, with a range of .831 .932, indicating that all items were valid. the reliability of the scale was tested using cronbach's alpha, resulting in a value of .977, which is higher than .70, indicating that the islamic counselor personality competency scale is reliable (hendryadi, 2017). discussion the results of the v-aiken test indicated that the item values range from .83333, which is considered medium, to .98889, which is considered high. out of the total items, 40 were classified as medium and 36 were classified as high, indicating the validity of all items development of a scale for measuring the competencies of islamic counselors 36 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 (hendryadi, 2017). additionally, a re-analysis was performed on items with medium validity values. it was discovered that nine items had similar meanings. given the large number of items in the scale, these nine items were removed, and the scale was reassessed with 67 items on 166 bki and bkpi students. additionally, the 67-item scale underwent a kmo test, which revealed a value of .902, greater than the required .50. this indicates that the sample size is sufficient for conducting a confirmatory factor analysis (cfa) test (hair et al., 2010). the results of the barlett chisquare test also indicated that the data met the required standards, with a significance value of .000. the standard loading factor was .45, with a sample size of n = 166. table 4. anti image correlation score (α = .977) no item labels anti image correlation score description 1 menampilkan 1 .877 meets > .45 2 menampilkan 2 .900 meets > .45 3 menampilkan 3 .893 meets > .45 4 menampilkan 4 .832 meets > .45 5 menampilkan 5 .870 meets > .45 6 menampilkan 6 .909 meets > .45 7 menampilkan 7 .911 meets > .45 8 menampilkan 8 .878 meets > .45 9 konsisten 1 .861 meets > .45 10 konsisten 2 .886 meets > .45 11 konsisten 3 .846 meets > .45 12 konsisten 4 .890 meets > .45 13 toleran 1 .837 meets > .45 14 toleran 2 .868 meets > .45 15 berakhlak 1 .923 meets > .45 16 berakhlak 2 .913 meets > .45 17 berakhlak 3 .848 meets > .45 18 berakhlak 4 .886 meets > .45 19 berakhlak 5 .932 meets > .45 20 berakhlak 6 .933 meets > .45 21 berakhlak 7 .888 meets > .45 22 berakhlak 8 .884 meets > .45 23 berakhlak 9 .861 meets > .45 24 berakhlak 10 .884 meets > .45 25 berakhlak 11 .896 meets > .45 26 berakhlak 12 .936 meets > .45 27 berakhlak 13 .885 meets > .45 28 mengaplikasikan 1 .918 meets > .45 29 mengaplikasikan 2 .883 meets > .45 30 menghargai 1 .886 meets > .45 31 menghargai 2 .884 meets > .45 32 peduli 1 .898 meets > .45 33 peduli 2 .850 meets > .45 34 peduli 3 .904 meets > .45 35 peduli 4 .878 meets > .45 36 menjunjung 1 .923 meets > .45 37 menjunjung 2 .953 meets > .45 38 menjunjung 3 .891 meets > .45 39 memahami 1 .929 meets > .45 40 memahami 2 .906 meets > .45 41 demokratis 1 .924 meets > .45 42 demokratis 2 .910 meets > .45 43 perilaku terpuji 1 .935 meets > .45 44 perilaku terpuji 2 .929 meets > .45 45 perilaku terpuji 3 .916 meets > .45 46 perilaku terpuji 4 .893 meets > .45 rahman, i. k., rosidah , n. s., & tamam, a. m. 37 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 no item labels anti image correlation score description 47 perilaku terpuji 5 .918 meets > .45 48 perilaku terpuji 6 .893 meets > .45 49 emosi stabil 1 .894 meets > .45 50 emosi stabil 2 .888 meets > .45 51 emosi stabil 3 .917 meets > .45 52 emosi stabil 4 .952 meets > .45 53 peka 1 .909 meets > .45 54 terbuka terhadap konseli stres 1 .900 meets > .45 55 terbuka terhadap konseli stres 2 .831 meets > .45 56 cerdasa kreatif 1 .917 meets > .45 57 cerdas kreatif 2 .898 meets > .45 58 cerdas kreatif 3 .905 meets > .45 59 cerdas kreatif 4 .911 meets > .45 60 bersemangat berdisiplin 1 .897 meets > .45 61 bersemangat berdisiplin 2 .931 meets > .45 62 bersemangat berdisiplin 2 .950 meets > .45 63 menarik dan menyenangkan 1 .878 meets > .45 64 menarik dan menyenangkan 2 .912 meets > .45 65 menarik dan menyenangkan 3 .932 meets > .45 66 berkomunikasi efektif 1 .899 meets > .45 67 berkomunikasi efektif 2 .935 meets > .45 table 4 demonstrates that all 67 items of the scale meet the requirement of a standard loading factor of .45 or greater, indicating that the items are valid (hair et al., 2019). the confirmatory factor analysis (cfa) was performed to determine the distribution of items over 14 indicators. the results showed that the items were distributed among the indicators, however, not evenly. the examination of the component score covariant matrix further supports the results obtained from the cfa analysis. the results of the analysis can be observed from the statements on each item of the scale, particularly the first aspect, namely faith and piety towards god. this aspect refers to the characteristics of individuals who are pious according to the qur'an, such as: believing in allah, consistently performing prayers, paying zakat, fasting, controlling anger, forgiving, fearing allah, being just to enemies, supporting truth, and preaching. the first aspect of the indicator displays a personality that believes and fears god. according to the qur'an, this personality is characterized by tawakal (reliance on god), performing prayers, avoiding idle talk, guarding honor, fulfilling obligations, and being helpful in the way of allah. this analysis indicates that the first aspect has effectively captured all aspects of the personality of an islamic counselor. personality has been found to be a predictor of religiosity, emotional religion, and spirituality (saroglou & muñoz-garcía, 2008), implying that there are similarities between personality and religiosity factors. as a result, it can be concluded that the 14 indicators of the personality competence of islamic counselors meet the standards of asca, aca, and the 18 indicators outlined in permendikbud no. 27 of 2008. additionally, the reliability test using the cronbach's alpha was also performed. implications the measurement of the personality competence of an islamic counselor is crucial in determining the success of islamic guidance and counseling services. according to permendikbud no. 27 of 2008, the personality competency of islamic counselors comprises 4 aspects, which align with the 4 aspects of the islamic personality competence scale developed in this study. the scale consists of 14 indicators, including faith and piety to allah swt, which can be seen in the items 1, 2, 3, 14, 15, 4, 5, 6, 11, 12, 13, 16, 17, 20, 21, 32, 33, 34, 35, and 36. the aca, asca, and cavanagh's competencies, such as being a skilled communicator, a good listener, flexible, calm, patient, and empathetic, are reflected in items 44, 45, 46, 47, 52, 53, and development of a scale for measuring the competencies of islamic counselors 38 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 54. additionally, the views of other experts, such as anas salahuddin, who believes that a competent islamic counselor should have a mature psychological aspect, good emotional control, love for their role, and a friendly and sociable personality, can be seen in items 7, 27, 66, and 67. jones, on the other hand, emphasizes the importance of ethical behavior, intellectual abilities, and flexibility in adapting to various counseling situations, which are reflected in items 25, 26, 27, 28, 29, and 30. these concepts, along with other key competencies, can be seen in the blueprint of the islamic personality competency scale. several authors have emphasized the importance of various aspects of the personality competence of an islamic counselor. anwar sutoyo (2017) stresses the principle of confidentiality in the role of an islamic counselor, while hartono (2019) emphasizes the importance of sincerity, trustworthiness, patience, and spiritual piety. zuhal & masykur (2022) highlight the importance of obedience to rules and promoting good and preventing evil in islamic counseling. ardimen (2018) aligns with the asca concept of being a skilled communicator, good listener, flexible, calm, and patient, while arifin & zaini (2014) emphasize the importance of the uswah hasanah (positive social model), mauidhah hasanah (positive psychoeducation), targhib-ta’zir (reinforcement-punishment), art, ‘uzlah (selfquarantine), and gerbat (prayer). researchers emphasize the importance of various aspects of the personality competence of an islamic counselor (asmani, 2010). these views are reflected in the blueprint of the islamic personality competency scale. limitations and suggestions for further research the limitations of this research include a limited sample size and a narrow demographic of participants. the sample only consisted of islamic counselors and did not include individuals from diverse backgrounds or different professions. in addition, the results may not necessarily be generalizable to a larger population. furthermore, the study only focused on the personality competencies of islamic counselors, and did not include other factors such as counseling skills or training. as a suggestion for future research, it would be beneficial to have a larger and more diverse sample and to also include other factors that could affect the competencies of an islamic counselor. additionally, it would be valuable to examine the effectiveness of these competencies in actual counseling situations and to gather feedback from both clients and other professionals in the field. conclusions in conclusion, the development of the islamic counselor personality competency scale (kkki) provides a useful tool for evaluating the competencies of islamic counselors or prospective islamic counselors. the scale consists of 4 aspects, 14 indicators, and 67 items, which have been validated and demonstrated to have good reliability. this scale can serve as a benchmark for assessing the personality competencies of islamic counselors and provide valuable information for improving the quality of islamic guidance and counseling services. the results of the study highlight the importance of faith and piety, ethical behavior, and effective communication skills, among other competencies, in islamic counseling. by using the kkki, islamic guidance and counseling services can be better equipped to deliver high-quality services to those in need. acknowledgments the author expresses gratitude towards all the islamic guidance and counseling experts and practitioners, as well as the head and secretaries of study programs, lecturers, and students at the islamic guidance and counseling departments for their involvement in completing the islamic counselor personality competency scale (kkki). the author also acknowledges the support provided by ibn khaldun university (uika) bogor and the funding for the research. rahman, i. k., rosidah , n. s., & tamam, a. m. 39 islamic guidance and counseling journal vol. 6, no. 1, pp. 28-44, 2023 author cotribution statement all of the authors involved in this manuscript have reviewed and approved the final version 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.21831/cp.v38i1.21509 https://doi.org/10.1002/j.1556-6676.1992.tb01642.x https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=sutoyo%2c+a.+%282017%29.+model+bimbingan+dan+konseling+sufistik+untuk+mengembangkan+pribadi+yang+%e2%80%98alim+dan+saleh.+konseling+religi%2c+8%281%29%2c+1%e2%80%9322.&btng= https://doi.org/10.36722/sh.v5i1.325 https://doi.org/10.1002/j.1556-6678.2010.tb00145.x https://doi.org/10.1002/j.1556-6678.2010.tb00145.x https://doi.org/10.5465/amr.1991.4278976 https://doi.org/10.24114/altruistik.v1i1.25216 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=willis%2c+s.+s.+%282011%29.+konseling+keluarga+%28family+counseling%29.+goofle+scholar&btng= https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=zaini%2c+a.%2c+%26+nita%2c+r.+w.+%282017%29.+profesi+konselor+%28sebuah+tantangan+di+era+globalisasi%29.+proceeding+iain+batusangkar%2c+november%2c+28%e2%80%9329.+google+scholar&btng= https://doi.org/10.1016/j.lindif.2016.07.011 islamic guidance and counseling journal how to cite: saputra, r. & lidyawati, l. (2019). self-instruction technique in group counseling to reduce students’ academic procrastination behavior. islamic guidance and counseling journal, 2(2). 49-55. https://doi.org/10.25217/igcj.v2i2.420 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj self-instruction technique in group counseling to reduce students’ academic procrastination behavior rikas saputra1, yenni lidyawati2 universitas islam negeri raden fatah, indonesia1 universitas sriwijaya, indonesia2 rikassaputra9@gmail.com1 article information: received march 2, 2019 revised march 29, 2019 accepted april 12, 2019 keywords: self-instruction; academic procrastination; group counseling abstract the purpose of this study was to determine the effectiveness of selfinstruction technique in group counseling to reduce academic procrastination behavior. purposive sampling technique was administered followed then by random assignment to determine the participants. the scale which is used 44 items from the procrastination assessment scale for students (pass) that had previously been adapted and tested for the validity and reliability with cronbach alpha 0.91. from the data, the score of academic procrastination behavior was obtained. then it was categorized into three categories high, moderate, and low academic procrastination. the pretest posttest control group design was applied to 14 students. based on the independent t-test result, after being treated with self-instruction technique in group counseling, there were differences in the pretest mean of 84.00 and the posttest mean of 69.28. these results indicate a decrease in academic procrastination approximately 14.71, meaning that academic procrastination through the self-instruction technique decreased by 17.51%. thus, this research shows that group counseling self-instruction technique effectively reduces academic procrastination behavior. introduction adolescence is a time of turmoil and faces many problems, challenges, and conflicts in the search for identity (bakhrudin, 2017). when someone is entering adolescence, it is a period of transition from childhood to adulthood (habsy, 2018). when young people are not able to cope with stress-causing sources adaptively, it will develop into pathology (geldard & geldard, 2009). this is related to rahardjo, juneman, & setiani (2013) research which states that anxiety and stress have contributed significantly in creating academic procrastination, especially the combination of both which adds a stronger effect to procrastination. academic procrastination is a postponing activity in academic goals to the point where optimal performance becomes impossible and resulting a state of distress (jiao, darosvoseles, collins, & onwuegbuzie, 2012). academic procrastination is a leading and potentially maladaptive behavior for many schools often causing distress (azar, 2013). in addition, findings of flett, stainton, hewitt, sherry, & lay (2012) show that procrastination experience has a unique contribution to increasing distress and stress. frankton (2014) argues that academic procrastination is a matter where someone knows what to do, but postpones doing it, looking for reasons to do other things instead. postpone also involves feeling terrible https://doi.org/10.25217/igcj.v2i2.420 https://journal.iaimnumetrolampung.ac.id/index.php/igcj mailto:rikassaputra9@gmail.com self-instruction technique in group counseling to reduce students’ academic procrastination behavior 50 islamic guidance and counseling journal vol. 2, no. 2, pp. 49-55, july 2019 when wanting to do something but choose not to do it. if not doing a good job, making excuses is a commonly manifestation of this problem. from the various expert opinions, academic procrastination is a failure to complete academic assignments without the expectation of being resolved in a certain period of time, there is no purpose, and there is no optimism in doing it. this potentially create maladaptive particularly for the perpetrators themselves. grunschel, schwinger, steinmayr, & fries (2016) state that the use of motivation regulation strategies had a significant positive indirect effect on student academic performance and cognitive well-being through academic procrastination. however, avoiding self-talk performance strategy has a significant negative direct effect on a student’s academic achievement and well-being through academic procrastination. thus this strategy does not seem to be recommended for students. this study provides insights into a motivational regulatory mechanism that influences student academic procrastination, academic achievement, and well-being. most of previous study discuss the types of adult age and the vocational world. meanwhile, this study will focus on the perspective of adolescents. the self-instruction approach is an exercise to improve self-control by using selfverbalization as stimulation and strengthening during treatment. self-instruction technique uses positive verbal expressions to reduce negative thoughts and in an effort to increase control of themselves through their minds (tang & harvey, 2006). in this self-instruction technique, there are cognitive strategies that can be used, such as self-verbalization or self-talk which aims to guide someone to overcome the problems they face (erford, 2016). the application of self-instruction technique to reduce students’ off-task behavior shows the results of changes instability before and after being given the treatment (fatimah, 2014). grunschel et al. (2016) study reveals the causes and effects of academic procrastination in campuses of two german universities. as a result, the reason for the subjects doing academic procrastination was because of internal and external factors. cognitive behavior therapy is a psychotherapy approach used by counselors or therapists to help individuals in a positive direction. various variations in the technique of changing cognition, emotion and behavior become the most important part in cognitive behavior therapy. this method develops according to the needs of students, where the counselor is active, directive, time-limited, structured and student-centered (mcleod, 2013). self-instruction is one of the techniques of the cognitive behavior therapy approach which involves identifying a person's dysfunctional beliefs and turning them into more realistic ones, and involving behavioral modification techniques (bos, muris, mulkens, & schaalma, 2006). in counseling, the cognitive behavioral therapy group essentially focuses on how to positively reconstruct the counselee's way of thinking and find problem-solving strategies to overcome maladaptive behavioral problems (trauma, anxiety, etc.) and also develop a relationship and respond to events in daily life. cognitive behavioral therapy is oriented towards problem-solving with therapy that is centered on the "here and now" situation which sees individuals as important decision-makers about the goals or problems that will be solved in the therapy process (trijayanti, nurihsan, & hafina, 2019). in this way, the counselee is as the therapist's partner in overcoming the problem and with an adequate understanding of the techniques used to solve the problem. various study had been conducted to investigate the academic procrastination, as stated before. however, the authors found the limitations of the research carried out were limited to obtaining information about the causes and consequences of procrastination so that it had not include the level of giving intervention. therefore, the authors gave suggestions to conduct further research related to handling academic procrastination with various strategies that can be chosen, to overcome negative and dysfunctional cognitive influences. counselors could use cognitive restructuring methods, self-instruction, and relaxation exercises. rikas saputra, yenni lidyawati 51 islamic guidance and counseling journal vol. 2, no. 2, pp. 49-55, july 2019 of all the reasons described above, the self-instruction technique in group counseling is important to be investigated in particularly to reduce students' academic procrastination behavior. related to the description above, thus an experimental research effort was conducted to determine the effectiveness of self-instruction group counseling technique to reduce academic procrastination behavior. the purpose of this study is to determine the effectiveness of the counseling group of self-instruction technique on academic procrastination behavior. methods the method used in this study was pretest-posttest control group design. research samples were determined using a purposive sampling technique followed by random assignment. the data collection method used a likert scale. the scale used was 44 items adapted from the procrastination assessment scale for students (pass) made by solomon & rothblum (1984). to determine the feasible of adapted instruments, the authors asked for linguist experts to translate the instrument to bahasa indonesia, and also back translate to verify whether the translation was done correctly. it then was submitted to bahasa indonesia linguist experts. to check the construct of the instrument, it was submitted to experts in the field of psychology and has fulfilled several instruments of feasibility tests, including the validity and reliability tests. the cronbanch alpha score for this research is 0.91 (erfantinni, purwanto, & japar, 2016). the results of the academic procrastination behavior score then classified into three categories, namely high academic procrastination, moderate academic procrastination, and low academic procrastination. low score category = 63 – 77, medium score category = 78 – 92, and high = 93 – 107. from the results of the data calculation that has been done, it can be seen that from 30 students of class viii, there were 5 students who entered the category of high academic procrastination behavior, 21 students in the moderate category and 4 students in the low category. from the measurement data, seven students for each group were taken as research subjects in the self-instruction experimental and the control group. of the seven subjects in each selected group, there were students in the high, medium and low academic procrastination behavior categories. then treatment to the self-instruction experimental group and the control group were administered. after being given treatment, the posttest was conducted to determine the effectiveness of the treatment results that had been carried out in both groups. the results of data analysis in this study consisted of two parts, namely pretest data analysis and posttest data analysis. analysis of pretest data was tested by applying spss using the kolmogorov-smirnov test for normality testing and using the levene statistic test for homogeneity tests. while to analyze the posttest data analysis the independent t-test was used. results and discussion to determine the effectiveness of counseling for self-instruction and control groups in reducing academic procrastination behavior, analysis of the posttest data using the independent t-test which was previously tested using assumptions were conducted. the posttest results to reduce academic procrastination obtained a significant value of the normality test 0.200 > 0.05, so it can be concluded that the two groups were normally distributed. the significant value of the homogeneity test is 0.074 > 0.05 so it can be concluded that the results of testing to reduce academic procrastination in both groups are homogeneous. for the independent t-test, the results of data analysis can be seen in table 1. self-instruction technique in group counseling to reduce students’ academic procrastination behavior 52 islamic guidance and counseling journal vol. 2, no. 2, pp. 49-55, july 2019 based on the table above, it shows that the group that received treatment experienced a decline in academic procrastination behavior while the control group did not experience a decline in it. thus it can also be concluded that the self-instruction technique is effective in reducing academic procrastination behavior. pretest posttest t m sd m sd self-instruction group 84.00 10.00 69.29 4.68 0.004 control group 76.00 13.00 93.00 12.80 0.030 table 1. results of final data analysis the results of the scores on the counseling group self-instruction technique to reduce students' academic procrastination behavior obtained the average pretest results of 84.00 and the posttest average of 69.28. this shows the decrease difference in student academic procrastination is 14.71 meaning that academic procrastination with the self-instruction technique dropped by 17.51% with t-value 0.004 < 0.01 which the difference is statistically significant. the results of the scores in the control group without treatment obtained average pretest results 76.00 and the posttest average 93.00. this shows an increase in academic procrastination behavior by 17.00 meaning that academic procrastination in the control group has increased by 22.36% with t-value 0.030 > 0.01 which the difference is not statistically significant. this study aims to determine the effectiveness of self-instruction technique in group counseling to reduce academic procrastination behavior. academic procrastination itself is divided into three categories, namely high, medium, and low academic procrastination which in each counseling group there exist each of these categories. in addition to the counseling group, this study also looked at the students’ academic procrastination behavior in the control group to compare the extent of the effectiveness of group counseling conducted. in the self-instruction technique group, the mean results from pretest to posttest dropped from 84.00 to 69.28, this indicates that there is a significant decrease in academic procrastination behavior. from these results, there are significant changes after participating in the self-instruction technique counseling group. the decrease in academic procrastination behavior does not occur by itself but always takes place in group interactions with self-instruction technique that has been implemented. therefore, it is very necessary to apply self-instruction technique in group counseling to reduce academic procrastination behavior. in addition to the results obtained in this study, there was a previously conducted research on self-instruction by suryaningrum, prihartanti, & hertinjung (2016) who examined the training of self-esteem through self-instruction methods to improve disabled students’ self-confidence. the result indicates that training of self-esteem through self-instruction can improve one's self-confidence, this result along with chandra, wibowo, & sunawan (2019) findings. besides being able to be used to improve self-esteem, self-instruction technique has also been tested on various kinds of problems and proven effective in overcoming these problems, for example in the research carried out by weidler (1985) who used self-instruction as an intervention method to help people experiencing failure in metacognition. it is also proven that self-instruction can also improve one's metacognitive abilities. lange, richard, gest, vries, & lodder (1998) have also proven the effectiveness of self-instruction technique for people suffering from emotional turmoil. self-instruction technique has been carried out by another similar research done by bryant & budd (1982). self-instruction is a procedure designed to improve self-control independently through verbal statements to encourage, guide rikas saputra, yenni lidyawati 53 islamic guidance and counseling journal vol. 2, no. 2, pp. 49-55, july 2019 and maintain nonverbal actions. from the various things described above, it is clear that the self-instruction technique is effective as a solution to academic procrastination behavior. implication of this study is guidance and counseling teachers/counselors at schools can utilize the results of this research by studying cognitive behavior therapy approaches and selfinstruction technique to reduce academic procrastination behavior. this study is only limited to reducing academic procrastination, for further research it is suggested to use self-instruction technique in group counseling to reduce stress and anxiety. this research is expected to be a step to perfect various limitations of the research that has been conducted before. conclusions pursuant to the result of this research, it can be concluded that the self-instruction technique in group counseling activities have been proved effective to reduce academic procrastination behavior. the procrastination treated with self-instruction in group counseling decreased, otherwise increased in control group. acknowledgments the authors present their sincere appreciation goes to dr. edy purwanto, m.si. and dr. awalya, m.pd., kons. for supervision on the research draft and adaptation of research instrument. the authors thanked prof. dr. mungin edi wibowo m.pd., kons., sunawan, ph.d., prof. dr. rer. nat wahyu hardyanto, m.sc., and prof. dr. achmad slamet, m.sc. as the examiners who had given critics and suggestions to authors as well as state junior high school 24 palembang which allows the authors to conduct research. acknowledgement also extended to all students who participated in the initial survey, experiment group, and control group as they voluntarily participate in the research. author contribution 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(2019) first publication right : © islamic guidance and counseling journal this article is under: https://doi.org/10.1037/0022-006x.74.4.767 https://doi.org/10.25217/igcj.v2i1.302 http://americanreadingforum.org/yearbook/yearbooks/85_yearbook/pdf/33_weidler.pdf islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: rahmatullah, a. s., astuti, k., warsah, i., suyatno, s., & jaenullah, j. (2023). exploring the role of grandparenting in enhancing the positive mental health of children from external migrant worker families. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3281 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung exploring the role of grandparenting in enhancing the positive mental health of children from external migrant worker families azam syukur rahmatullah1*, kamsih astuti2, idi warsah3 suyatno suyatno4, jaenullah jaenullah5 1 universitas muhammadiyah yogyakarta, indonesia 2 universitas mercu buana yogyakarta, indonesia 3 institut agama islam negeri curup, indonesia 4 universitas ahmad dahlan yogyakarta, indonesia 5 universitas ma’arif lampung, indonesia azam.sy@umy.ac.id* article information: received february 3, 2023 revised march 3, 2023 accepted april 4, 2023 keywords: external migrant workers; grandparenting; parenting; phenomenology; positive mental health abstract the rising number of indonesian migrant workers has led to many children being left in the care of their grandparents, who may lack parenting knowledge and cause confusion, affecting the children's personalities. this research focuses on strengthening the positive mental health of migrant workers’ children by their grandmothers as their caregivers in puringkebumen district, central java, indonesia, selected based on research criteria. the seven muslim grandmothers produced parenting products with positive mental health demonstrating healthy character, personality, and behavior. the research belongs to field research with a phenomenological approach, while the data collection methods implemented were observation and interviews. this study had four technical criteria for checking data validity: credibility, dependability, transferability, and confirmability. the data obtained were then analyzed reductively, phenomenologically, and editically during data collection. the method of data analysis was done by reducing data, presenting data, drawing conclusions, and carrying out data verification. the results showed that the seven grandmothers focused on strengthening the positive mental health of their grandchildren because a positive mentality could shape positive character, behavior, temperament, and manners, which is the primary source of human beings. apart from that, the grandchildren become noble individuals wherever they are, get recognition from others because of the good they have done, and be able to reassure their hearts. the basic principles used in the parenting process to strengthen the positive mental health of their grandchildren included trust, strengthening religion-spiritual, honesty, unconditional love, sincerity, steadfastness, earnestness, consistency, and teaching and developing morals in upbringing. introduction parents play a significant role in shaping their children's personality development (sadatovna & nurullaeva, 2021), and therefore it is important to consider exemplary factors when raising and educating them, as they have a lasting impact on children's memory (lengen et al., 2019). positive parenting, which fosters a balanced approach between freedom and https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3281 https://orcid.org/0000-0003-0306-319x mailto:azam.sy@umy.ac.id https://orcid.org/0000-0003-1711-6010 https://orcid.org/0000-0002-9406-1415 https://orcid.org/0000-0002-5796-6100 https://orcid.org/0000-0001-9010-6738 exploring the role of grandparenting in enhancing the positive mental health of children from external migrant worker families 84 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 control, can result in successful and healthy parenting that positively impacts children's physical and mental well-being (chen et al., 2019). successful and healthy parenting is characterized by harmonious interpersonal communication, mutual trust, and openness (song & ren, 2022). conversely, failed parenting can lead to intimidation, pressure, violence, and discrimination that can alienate children from their homes and deny them prosperity, peace, and harmony (young et al., 2018; hermino & arifin, 2020). some parents, due to economic urgency and financial crises, cannot be their children's long-term caregivers (hartman, 2018). in such cases, parents may leave their children in the care of a second party, such as grandparents (li et al., 2019). this is often the case with indonesian migrant workers (pmi), as indicated by data from the national agency for placement and protection of indonesian migrant workers (bnp2tki, 2020), ministry of manpower. the quantity of pmi reached 1.55 million workers in 2019, with a significant proportion being female workers (bnp2tki, 2020). in 2019, there were 19,597 (31%) male workers and 44,465 (70%) female workers, whereas in 2018, male workers reached 84,665 (30%) and female workers reached 198,975 (70%) (pusat penelitian, 2019). furthermore, there were more female migrant workers than male migrant workers by 70%. most asean external migrant workers go to malaysia and singapore, while hong kong and taiwan are the most chosen asian regions besides asean, and saudi arabia, uae, and jordan are the most popular middle east regions (sugandi & heryadi, 2018). however, external migrant workers face a dilemma when leaving their children behind. children are often abandoned at various ages and may not see their parents for years, leading them to start living with their grandparents (zhang et al., 2019). in indonesia, it is common for grandparents to care for their grandchildren instead of communal daycare (arini, 2018). however, grandmothers given the task of caring for their grandchildren are generally less educated in grandparenting and live in rural areas, resulting in parenting errors and confusion (dhiu & fono, 2021). access to knowledge related to parenting is minimal, and there is no socialization on a formal and sustainable scale given to grandmothers in rural areas, which may negatively affect children’s personalities (young et al., 2018). children raised by their grandmothers are prone to deviant behavior due to a lack of assistance, minimal parenting knowledge, and inharmonious attachment (fauziningtyas et al., 2019). furthermore, poorly developed aspects may lead to difficulty bringing peace to the heart and mind of the child, resulting in poor morals, negative thinking, lack of courage, and independence (romero et al., 2020). not all grandmothers can build perfect scenarios, as some grandmothers may still use traditional parenting methods that do not favor the child and may even hurt the child. on the other hand, some grandmothers have low self-spirituality, making it difficult for them to become spiritual figures who instill good morals and values (davis et al., 2020). grandmothers who care for their grandchildren may feel burdened and unprepared to provide quality parenting due to their physical condition and age, leading to low motivation and poor parenting quality (zhong & peng, 2020). bailey et al. (2019) also found that low motivation to care for grandchildren is a problem that affects the quality of parenting. as a result, many grandmothers raise weak, unhealthy, cowardly, timid, and gloomy grandchildren (rahmatullah & suyatno, 2020). rationale of the study according to peterson et al. (2019), children raised by grandmothers who lack proper parenting skills may suffer from low-quality care, inefficiency, low intelligence, and unproductivity. similarly, children whose biological parents abandon them may suffer from psychological, behavioral, and mental disorders, as well as being raised by nannies using incorrect and unscientific parenting techniques (sheppard & monden, 2019). this study focuses on grandmothers who care for the children of external migrant workers who never return home rahmatullah, a. s., astuti, k., warsah, i., suyatno, s., & jaenullah, j. 85 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 to visit their biological children. in kebumen regency, central java, indonesia, many residents become external migrant workers and leave their children with their grandparents. while some of these children tend to be impolite and grow up to be delinquent, some grandmothers successfully raise their grandchildren to be mentally healthy and accomplished. these grandmothers are considered successful role models by their community because their grandchildren excel in school and society, are brave and active in religious activities, help their grandmothers in business, have many friends, and behave morally and positively. however, many grandmothers are unable to properly care for their grandchildren, using harsh, unfriendly, and suppressive parenting styles that can harm children's mental health. objective this research aims to describe the upbringing techniques of successful grandmothers in puring district, kebumen regency, central java, indonesia, to strengthen the positive mental health of children of external migrant workers. its objectives are to explain why seven grandmothers in puring district focus on strengthening children's positive personalities and behaviors and to describe their upbringing techniques. methods design the approach used was phenomenological, which pays more attention to individual subjective experiences (creswell, 2018). the researcher uses a phenomenological approach because it relates to the grandmother’s subjective experience in raising positive mental health reinforcement for her grandchildren, whom their parents have entrusted due to being external migrant workers. participants participants were selected using a purposive sampling technique with specific considerations (sugiyono, 2016). the reason for using this purposive sampling technique is that it is suitable for use in qualitative research or studies that do not generalize (sugiyono, 2016).the participants involved grandmothers who cared for the children of migrant workers, with several characteristics: (1) grandmothers had cared for their biological grandchildren for more than 10 years. (2) the parents left to migrate abroad (3) the grandchildren were at least a high school student. (4) the grandmothers had raised their grandchildren with good personalities (polite, accomplished, and religious). the participants’ identities are revealed in table 1. research location this study occurred in kebumen regency, central java, indonesia, in the puring district, with a population of over 1 million people. kebumen regency is the poorest district in central java (bps, 2019). puring district is located southwest of kebumen city indonesia, with an area of 82.7 km² and a population of 52,262 people (26,419 men, 25,843 women). table 1. the grandmother’s muslim identities no name age 1 sa 60 2 sz 58 3 myt 55 4 nrl 60 5 mryt 58 6 mis 56 7 rod 63 exploring the role of grandparenting in enhancing the positive mental health of children from external migrant worker families 86 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 data collection the data collection method used observation and interviews. the researchers actively observed puringkebumen district, indonesia, between september 2021 (an initial observation) to december 2021 (as a follow-up observation).meanwhile, the interviews aimed to explore more deeply the grandmothers who cared for their grandchildren when their parents became external migrant workers, using a structured interview. in-depth interviews were conducted mainly with grandmothers considered successful in raising their grandchildren and strengthening their positive mental, moral and ethical aspects so they could still behave positively in life, even without their biological parents by their sides the whole time. data analysis the data obtained were then analyzed reductively phenomenologically and editically during data collection by reducing data, presenting data, drawing conclusions, and carrying out data verification (miles et al., 2014). data reduction is collecting data from the field, sorting, and selecting essential information. results and discussion results grandparenting to building positive mental health of external migrant workers’ children in indonesia primary and secondary caregivers aim to create positive and lasting parenting outcomes for the children (smith et al., 2018). with such lasting and meaningful parenting capital, children will grow up to be teenagers and adults with healthy and positive mental health, temperament, attitude, and behavior recognized for their kindness by the public (salim et al., 2022). in other words, the children’s positive mental health and morality are the purposes (koch & jones, 2018). a caregiver will fail to parent if the child grows into an impoverished, deviant, asocial, immoral, impolite, and anti-humanist human being (subqi, 2019). meanwhile, when the child grows into a humble, helpful, polite, kind-hearted, spiritual person with positive mental health, they will make a caregiver proud and grateful for accomplishing parenting (pandya, 2018). similarly, in puring kebumen district, central java, indonesia, some grandmothers had to take care of their grandchildren and became “secondary caregivers” because their parents were external migrant workers. they are responsible for parenting while pursuing the main goals, forming healthy children’s personalities and positive behavior. the question is why sa, sz, myt, nrl, mryt, mis, and rod focused on their parenting process to build their grandchildren’s positive mental health. all seven have different reasons with the same goals. table 2 further illustrates their reasonings. the positive parenting of grandmother sa and grandma nrl shaped their grandchildren am and mu to have positive mental health and personalities, which aligned with their goals. it was enough for sa and grandma nrl to make them happy because it did not bother them and make them ashamed. likewise, with intense nurturing and a great sense of responsibility, sz and mryt raised aj and sil so that they became noble and excellent individuals. they became polite and generous, active in the mosque, and never caused any trouble at school or in the surrounding environment. aj and sil were also friendly and down to earth. myt, mis and rod felt responsible for caring for their grandchildren, trying hard to strengthen the positive mentality of their grandchildren to shape az, zuh and zev to be someone with superior quality. despite their economic limitations, these grandmothers did not stop to educate their grandchildren to become strong, noble, and righteous individuals. in their mind, caring for their grandchildren was a serious responsibility. they may not betray their children’s trust because they would betray god too. they must have clear goals so their rahmatullah, a. s., astuti, k., warsah, i., suyatno, s., & jaenullah, j. 87 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 grandchildren can be polite, noble, kind, and virtuous. thus, az, sz, myt, nrl, mryt, mis and rod had the same goal for their grandchildren to have a consistent positive mentality to provide understanding and enlightenment. table 2. reasons to strengthen grandchildren positive mental health no name reasons for grandmothers raising grandchildren to strengthen positive mental health 1 sa • positive mentality is the primary source of a human being (karena menurut kulo, kalau anak niku sampun sae adab, moral, dan akhlake, maka sedoyo niku inya allah akan sae mas) (wawancara, 20 maret 2021). (“in my opinion, if a child has good etiquette, morals, and manners, every other good thing will follow.”) (interview, march 10, 2021) • positive mentality leads one to a positive and calming inner behavior (bagi kulo niki mas, cucu saya ini perilakunya baik saja itu sudah lebih dari cukup. mboten nakal, mboten nggawe rekoso kulo, nurut, tidak aneh-aneh, dan ibadahnya rajin. dah niku mawon!)” (wawancara, 20 maret 2021). (for me, my grandson’s healthy behavior is more than enough; he obeys and listens to what i say and prays on time. that is all!).” (interview, march 22, 2021). • positive mentality leads to positive character, and happy nurturing (sing jenenge wong tuwo, lihat anak yang diasuhnya baik dan berperilaku santun, sudah kebahagiaan tersendiri to mas) (wawancara, 20 maret 2021). caregiver’s pride through positive characters (for parents, seeing the children raised well and behaved politely is happiness.) (interview, march 22, 2021) 2 sz • positive mentality will bring positive individuals who will raise self and family degrees makane, bagi kulo niki pak, ngasuh putu kudu ndadekke sing perilakune bocah apik, pituture apik, atine apik. sebab, derajate wong kui dilihat soko perilakune, dilihat dari atine) (wawancara, 10 mei 2021). (for me, caring for my grandchild means shaping his personality to behave, speak well, and have a generous heart because someone’s social class is reflected by their behavior and attitude). (interview, may 10, 2021) • positive mentality towards a positive character that will glorify yourself and will get recognition from others. (wong kalau atine apik, perilakune mesti apik. makane sing didandani kui atine putune, biar dadi wong mulyo, dadi wong sing diajeni wong liyo) (wawancara 10 mei 2021). (when someone has a good heart, his behavior must be good too. that’s why i teach my grandchild to be a good person, so others will not belittle him). (interview may 10, 2021) 3 myt • positive mentality makes a positive personality. (makane, bagi kulo niki pak, ngasuh putu kudu ndadekke sing perilakune apik, pituture apik, atine apik. sebab, derajate wong kui dilihat soko perilakune, dilihat dari atine) (wawancara, 20 maret 2021). (i am determined to raise my grandchild well. everyone will love him if he behaves greatly and vice versa.) (interview, march 20, 2021) • positive mentality makes a good personality (wong kalau atine apik, perilakune mesti apik. makane sing didandani kui atine putune, biar dadi wong mulyo, dadi wong sing diajeni wong liyo)(wawancara, 20 maret 2021). (when you have a good soul, you will be honored wherever you are.) (interview, march 20, 2021) 4 nrl • positive mental makes people sincere (makanya niku pak, saya ajarkkan cucu saya untuk memiliki perilaku yang baik, supaya orang lain juga baik dengan kita dan tulus), (wawancara, 15 april 2021) (therefore, i taught my grandson to have good manners so that other people are also kind to us and sincere.) (interview, april 15, 2021) • positive mental brings peace around (kulo kadang menunjukkan ke cucu saya lo pak, kae loh mas, wong apik di senengi akeh wong liyo. kae lo’ mas yang dekat dengan dia jadi adem ayem tentrem to mas) (wawancara, 1 april 2021) exploring the role of grandparenting in enhancing the positive mental health of children from external migrant worker families 88 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 (i sometimes showed my grandchild an example of another role. i told him that when you have good behavior, you will be surrounded by others who like you. it’s because they feel calm and peaceful around you.) (interview, april 1, 2021) 5 mryt • positive mental brings peaceful surroundings saya ini meski ngga pinter, tapi nggih ngertos mas, bagaimana mengajarkan dan mendidik cucu saya, untuk memiliki perilaku dan mental sing apik, saya selalu sampaikan bahwa nek dadi wong apik kabeh damai ayem tentrem. (wawancara, 1 februari 2021) (even though i’m not smart, i understand how to teach and educate my grandchild to have good behavior and mentality. if you grow up to be a good person, your surroundings will become peaceful.) (interview, february 1, 2021) • positive mental creates positive energy (putu kulo niku, saya ajarkan untuk tidak suka marah dengan siapapun, karena pikiran kulo, biar tidak stress, dan tidak membuang energi, lan ben ayem) (wawancara tanggal 1 februari 2021) (i taught my grandchild not to get angry easily with anyone so i would not waste my energy. i want to have a peaceful life.) (interview on february 1, 2021) 6 mis • positive mental encourages prosperity inner (saya niki nggih seneng banget, cucu saya niku ngga pernah marah, tenang dalam segala hal, nggih perilakunyan juga tenang, cucu saya juga selalu mengikuti ajaran saya) (wawancara tanggal 5 februari 2021) (i am proud of my grandchild because he has good anger management. he stays calm. he does what i taught.) (interview on february 5, 2021) • positive mental increases self-esteem kulo selalu menyampaikan ke putu kulo ; le’ nek dadi wong apik, ora tau marah-marah marakno kowe dimuliakan orang, diajeni wong le’) (wawancara tanggal 5 februari 2021) (i always tell my grandchild that others will respect a good person.) (interview on february 5, 2021) 7 rod • positive mental attracts many friends saya nggih sering ngandani putuku, nek kowe apik maka koncomu meski apik lan koncomu akeh, karena kebaikanmu) wawancara tanggal 5 maret 2021) (i often told my grandchild that our kindness would attract good friends too.) (interview on march 5, 2021) • positive mentality creates life wisdom (saya niku sering bilang ke cucu saya mas’, nek dadi wong sing santu, ora tau nesu, tenang dalam segala hal, maka kui kabeh menjadikan uripe lebih bijaksana. wawancara tanggal 5 maret 2021) (i always told my grandchild that being calm would bring wisdom to life.) (interview on march 5, 2021) an overview of muslim grandmothers in strengthening the positive mental health of their grandchildren the seven grandmothers agreed that forming positive mental health and character is selfresponsibility in parenting, which the soul and behavior must live to lead to self-glorification. along the way, the care of seven grandmothers resulted in positive characters based on their statements to love and care for their grandchildren to produce healthy individuals. the community has recognized these grandmothers for their success in raising a positive mentality for their grandchildren from childhood to adulthood. they are referred to as sa, aged 60, who is a market trader; sz, aged 58, who is a tailor, myt, who is 55 years old and owns a small convenience store at home; nrl, aged 60 and unemployed; mryt aged 58 owned a small grocery store, miss aged 56 years, a laborer, and rod aged 63 years owned a school canteen. they all live in puringkebumen district, central java, indonesia. even though the seven muslim grandmothers raised their grandchildren alone from various ages, the initial care was rahmatullah, a. s., astuti, k., warsah, i., suyatno, s., & jaenullah, j. 89 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 double-touch or carried out by both grandparents. then it became a single touch, or only done by the grandmother only because the grandfather passed away. however, these grandmothers were still not discouraged and kept going. table 3 illustrates several manifestations of the superior parenting characteristics of the seven grandmothers of puring district, kebumen, central java, indonesia. with the superior positive parenting characteristics of the seven grandmothers, sa, sz, myt, nrl, mryt, mis and rod,in the end, through a long process, they could care for the grandchildren and succeed in forming children who are recognized and acknowledged by society and become role models in parenting. some forms of successful parenting of grandmothers for their grandchildren are as follows. based on the findings of positive parenting by the seven grandmothers, there are several basic principles in caring for the grandchildren so they can have positive characteristics and behavior that are not contrary to the rules of society and religion. the following findings are illustrated in table 5. table 3. manifestation of excellence in grandparenting of muslim grandmothers to produce positive mental grandchildren no name manifestation 1 sa • patient • tough and not easily give up on raising grandchildren • being a hard worker in meeting the needs of the family and still not slowing down in caring for their grandchildren • firm and disciplined toward their grandchildren • actively teaching religious and spiritual values to their grandchildren 2 sz • being firm and disciplined with her grandchildren is manifested by constant attention from childhood to adolescence • the grandmother does not hesitate to give harsh advice if the grandson does not perform the worship perfectly. even if the prayer is “perforated,” the grandmother will be angry • the grandmother is known to have strong principles in caring for her grandchild or flexible supervision, meaning that the grandchildren are still supervised, but that does imply excessive restraining and limiting all the grandchildren’s behavior • teaching ethics and morals to her grandchild, including social skills 3 myt • taking care of her grandchildren by teaching adab or etiquette to her grandchild • actively teaching her grandson not giving up easily • as a grandmother who never subsides on teaching politeness to her grandchildren, especially courtesy to others, both in verbal, deed, or behavior • setting an example for grandchildren in terms of obligatory and sunnah worship 4 nrl • being firm and disciplined towards their grandchildren • actively teaching religious and spiritual values to their grandchildren • being firm in caring for his grandchildren, especially in teaching adab to his grandchildren. 5 mryt • teaching ethics and morals to their grandchildren, including how to socialize with other people • upholding discipline upheld according to the mutual agreement • creating closeness and attachment between grandchildren and grandmothers 6 mis • actively understanding grandchildren in everyday life • setting an example to grandchildren • giving punishment with understanding 7 rod • strengthening the aspect of discipline in daily life • focusing on strengthening religious teachings • focusing on strengthening morals and ethics exploring the role of grandparenting in enhancing the positive mental health of children from external migrant worker families 90 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 table 4. positive results from successful grandparenting forming positive mentality recognized by the community no name positive results from successful grandparenting 1 sa • polite to others • becoming a role model for their peers • great at recitation and lectures • friendly to anyone • being the top of his class and winning parallel prizes at his school • pious and diligent am’s grandson stated that: ”mbahku iki yo mas’ setiap hari niku yang diomongke namung ”aku kudu dari wong apik, aku kudu dadi wong bener, lan aku kudu dadi wong sing tertata batine.” (wawancara,17 desember 2021). “every day, my grandma will always remind me to be a good person. i must be one and understand manners.” (interview, december 17, 2021). “nenek saya itu super pokoknya mas. super cerewet, bawel, tegas, disiplin dan sayang banget loh’ mas karo aku. (petikan wawancara dengan cucu am) (wawancara,17 desember 2021). “my grandmother is a superwoman, meaning she is super talkative, firm, disciplined, and loving.” (interview, december 17, 2021) based on the grandson’s statement, the positive parenting process results from giving consistent and continuous advice to enlighten the mind, accompanied by firmness and discipline. 2 sz • active in all activities around mosques, such as cleaning and recitations • being a muazin to call for prayer • known by the community as a child who is diligent, kind, helpful, and active in worshipping • friendly to anyone • never leaving the house without a clear purpose • being sociable and exemplary for his friends aj’s statement is as follows. “simbah itu setiap hari tidak pernah lalai untuk mengingatkan saya untuk sembahyang, moco qur’an, bahkan shalat tahajud pun simbah biasanya membangunkan saya, kata simbah biar hati ayem adem dan tentram. (wawancara 18 desember 2021). “my grandma never neglects to remind me to pray, read qur’an, even wake me up for the midnight prayer.” (interview, december 18, 2021) from aj’s grandson’s statement, the main points in caring for aj are consistent advice and daily efforts to show the way of goodness and virtue. 3 myt • a warm and friendly personality • being helpful to his grandmother without being ordered, understanding his duties and responsibilities • actively worshiping and reciting the koran • sociable • having smooth demeanor • never getting angry easily myt explained how the grandparenting process resulted in a positive temperament. nenek myt selalu mengajarkan kepada saya, how to have calm and peace heart leading to positive manner, lemah lembut, tidak kasar, peduli dengan orang. hampir setiap hari mas, saya selalu diwejangi begitu apalagi jika setelah sholat. (petikan wawancara dengan cucu nenek myt) (wawancara 19 desember 2022) “my grandma always teaches me to be kind, gentle, not rude, and care about people. i am always told that, especially after praying. (interview, december 19, 2021) rahmatullah, a. s., astuti, k., warsah, i., suyatno, s., & jaenullah, j. 91 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 4 nrl • polite to others, • being a role model for their peers • good at reading koran and giving lectures nrl’s grandson named aim, stated: “nenek selalu mengajarkan kepada saya untuk berperilaku santun kepada siapapun, tanpa pandang bulu. simbah juga mewajibkan saya untuk aktif ibadah, kalau ngga’ mau saya dimarahi (wawancara,19 desember 2021). “grandmother always taught me to behave politely to anyone, without discriminating. she also obliged me to be active in worshipping. otherwise, i would be scolded. (interview, december 19, 2021) 5 mryt • a warm and friendly personality • enjoys helping his grandmother without being ordered; the grandson immediately understands his duties and responsibilities. • actively worshiping and reciting the koran, even diligently completing the koran once a month. mmryt’sgrandson named, ady stated that: “ nenek saya adalah perempuan tangguh, kuat dan tidak mudah menyerah dalam hidup mas, beliau mengajarkan banyak hal salah satunya adalah menjadi pribadi yang baik, hangat, dan luwes. (wawancara,19 november 2021). “my grandmother was a tough, strong woman who did not give up easily. she taught me many things, including being a kind, warm and flexible person. (interview, november 19, 2021) 6 mis • known by the community as a child who is diligent, kind, helpful and active in worship • friendly to anyone • never be delinquent (meaning: leaving the house without a clear purpose) ryn, who is the grandson of mis, said: “ nenek mis selalu mengajarkan kepada saya untuk menjadi anak yang ramah dan baik hati kepada siapapun, suka membantu siapapun, sehingga hati menjadi damai dan tenang dalam hidup. (wawancara, 20 november 2021). “my grandma has always taught me to be a friendly and kind-hearted child to anyone, to like to help anyone, so that the heart becomes peaceful and calm.” (interview, november 20, 2021). 7 rod • known as a diligent, smiling child who is never sad • friendly and happy to get along with anyone • discipline and keep promises well rod’s grandson named iam stated: “ saya selalu kagum dengan nenek saya mas, beliau wanita hebat, ajarannya selalu saya tanamkan kedalam diri saya, terutama ajaran tentang keramahan, kebaikan yang tulus kepada siapapun, kedipilinan. (wawancara, 20 september 2021). “i have always admired my grandmother, mas. she is a great woman. i always instilled her teachings in me, especially about hospitality, genuine kindness to anyone, and discipline.” (interview, september 20, 2021). discussion parenting is a crucial aspect of shaping the behavior and character of the next generation. the consistent application of positive characteristics in parenting can result in positive parenting products, regardless of the type of caregiver, be it primary caregivers, biological parents, secondary caregivers, siblings, or other family members. even secondary caregivers who are not biological parents can produce positive parenting products by adhering to parenting rules and being consistent in their approach. exploring the role of grandparenting in enhancing the positive mental health of children from external migrant worker families 92 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 table 5. an overview of the basic principles and process of grandparenting focusing on strengthening positive mental health no name an overview of the basic principles 1 sa • the principle of trust in parenting • the principle of strengthening religion-spiritual the parenting process carried out by grandmother sa is as follows. • sa taught and set an example for her grandchild on how to do good for others. • sa always warns her grandson when he is badly behaving. • sa is always active in giving positive advice to her grandchildren. 2 sz • the principle of unconditional love • the principle of sincerity in parenting the parenting process carried out by sz is as follows. sz is never negligent and forgets to continue to guide, direct, and give advice to her grandchild. 3 myt • the principle of sincerity in parenting • the principle of consistency in parenting the parenting process carried out by myt is as follows. • myt is always actively giving positive advice to her grandchild to behave well. • myt acts decisively and is disciplined when raising her grandchild. 4 nrl • the principle of disciplining behavior • the principle of infinite love the parenting process carried out by nrl is as follows. • nrl is firm, disciplined, and doesn’t spoil her grandchild. • nrl always supports whatever her grandchild does as long as it is positive. 5 mryt • the principle of sincerity in parenting • the principle of strengthening ethics and morals the parenting process carried out by mryt is as follows. • mryt is always angry when her grandchild is rude to his parents or anyone. • mryt gives examples and positive inspiration to be strong in facing life. 6 mis • the principle of honesty in upbringing • the principle of instilling and developing morals in upbringing the parenting process carried out by mis is as follows. • mis teaches about the meaning and meaning of life after every congregational prayer to her grandchild so that it becomes a mental reinforcement for him. • mis always give stories and positive examples to their grandchildren, using language that grandchildren understand. 7 rod • the principle of strengthening religious behavior • the principle of sincerity in parenting the parenting process carried out by rod is as follows. • training her grandchild from a young age to be polite to others • teaching since childhood not to be a crybaby, to be easily disappointed in life, and to be strong in facing god’s trials however, traditional parenting is often characterized by domination-indoctrination and the use of power by caregivers over children, leading to the child feeling the immaturity of rahmatullah, a. s., astuti, k., warsah, i., suyatno, s., & jaenullah, j. 93 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 parenting. this can result in prolonged trauma and mental illness, and the birth of a generation with mental health problems (scharping, 2019). unhealthy and sick parenting, which is based solely on passion and lacks knowledge, has been linked to negative outcomes such as suicide, alcoholism, and drug abuse among children (vanderminden et al., 2019). both primary and secondary caregivers have different goals when it comes to parenting, but they share the same central goal of shaping children's behavior and character in a positive way. when parenting is successfully developed in a healthy and mature manner, the caregiver's status as a primary or secondary caregiver becomes irrelevant. grandparents, for instance, can successfully take up the parenting relay of their grandchildren and create positive parenting products, even in the absence of biological parents who are busy working abroad (sa, sz, myt, nrl, mryt, mis, and rod). in puring district, kebumen, indonesia, where many biological parents work abroad as internal and external migrant workers, parenting is often entrusted to grandparents. these grandparents, as secondary caregivers, play a crucial role in continuing the parenting relay of their grandchildren. the success of grandparenting is attributed to their tangible goal of creating positive behavior and character among their grandchildren, resulting in children who are honest, sincere in their actions, polite in their speech, not easily emotional, spiritually strong, and easy to get along with (lam & yeoh, 2019). overall, the success of positive parenting lies in fulfilling several positive parenting requirements, such as forming a positive personality and character in a positive way (sege & siegel, 2018). caregivers, whether primary or secondary, need to possess mental, spiritual, and economic readiness, as well as knowledge about parenting, to create positive parenting products. failure to do so can result in negative outcomes for children, such as mental health problems and the inability to cope with unpleasant situations in life. therefore, it is essential to apply positive parenting consistently, regardless of the type of caregiver, to ensure the wellbeing of the next generation. rayner (1997) asserted that the caregiver's positive personality is crucial to positive parenting. a positive personality includes healthy thoughts, behavior, and a healthy parenting spirit. parents with such traits are equipped with clear goals and can fulfill their healthy parenting obligations, resulting in healthy individuals. somary and strieker (1998) reinforced this idea by stating that parenting should cultivate physical, emotional, and cognitive development to produce a noble person with noble character. positive parenting is a holistic approach, as emphasized by kim and kim (2021). caregivers with positive personalities and common sense as the foundation of positive parenting aim to educate, shape, and create a complete parenting product that encompasses various aspects of development, such as psychological, social, spiritual, and psychomotor. the caregiver's interpersonal and intrapersonal communication skills are essential in shaping their behavior to achieve noble parenting goals. the success of grandparenting can be seen in the daily character and personality of their grandchildren. the nurturing buildings formed over the years by the grandmothers played a significant role in their success. suciati (2015) argued that parenting rich in intimacy, familiarity, trust, openness, support, discipline, and friendship would form healthy children's personalities and foster great moral responsibility. haslip et al. (2019) added that warm, empathetic, responsive, and compassionate parenting styles that avoid chaos, coercion, and intimidation achieve greater success in forming healthy and positive character and personality. positive parenting also focuses on managing children's behavior, and the care provided by the grandmothers in puring district, kebumen, central java, indonesia, emphasizes creating a positive emotional climate while raising grandchildren with strong positive behavior consistency. schultz (1977) noted that grandmothers must receive appreciation and positivity for their independent parenting, which produced grandchildren recognized by the community exploring the role of grandparenting in enhancing the positive mental health of children from external migrant worker families 94 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 for their kindness, politeness, friendliness, religiosity, discipline, and generosity. forming a noble character for their grandchildren is indeed challenging. rayner (1997) highlighted the importance of a grandmother or grandfather's understanding in caring for their grandchildren. understanding involves self-understanding, self-determination, and full self-awareness, where the caregiver takes responsibility for caring for their children or grandchildren. the grandmothers in this study followed what was expected: self-harmonization, selfdetermination, self-understanding, and parenting awareness. such aspects become a source and positive energy in parenting without having to experience excessive frustration, unresolved pressure, and difficulties that face parenting. as proof, the seven grandmothers in the present study did not feel burdened because they could undergo the first grandparenting stage, understanding themselves well beforehand. indeed, one of the urgencies of self-understanding and inner strengthening for grandmothers is to reduce self-tension, self-emotions, and selfconflict in parenting. as stated by the grandmothers, they sometimes see their grandchildren’s strange behavior, which makes them have inner conflicts. if the grandchildren’s behavior is not directed and straightened out, they will increasingly show no self-responsibility. strange behavior may vary in parenting. it will burden their steps if they do not establish themselves with a strong understanding and intention to care for them. djiwandono (2005) stated that self-understanding becomes essential in parenting because it unifies thoughts, vision, and mission. ultimately, there is continuity toward achieving the goal of parenting. the goal is to make grandchildren children with positive personalities and religious, well-executed characters. a caregiver who does not have self-understanding will give birth to caregivers who damage the child’s soul, which leads the child to misguided behavior. children will be brought up by empowering lust, anger, impatience, and self-understanding. the results created are children whose souls, minds and minds are damaged, which in turn gives birth to children who behave unhealthily, are damaged and do not understand the nature of selfresponsibility and social (garcia-carrion et al., 2019). after tracing, there is not much research focusing on the moral upbringing of the grandchildren of external migrant workers. generally, what is studied is related to the style, method, experience, and parenting patterns of grandmothers to their grandchildren. in addition, parenting carried out by grandmothers is not related to moral upbringing but more about techniques and ways of educating grandchildren after their parents die or divorce. the results of this research will likely become one of the contributions and positive energy to the academic realm, especially in the studies of parenting psychology, educational psychology, and child development psychology. implications this study highlights the significant role of parenting in shaping children's behavior and character, irrespective of biological or secondary caregivers. positive parenting, characterized by consistency and positivity, yields favorable outcomes. conversely, traditional parenting styles marked by coercion and indoctrination can lead to adverse effects such as depression, trauma, and mental illness. grandparents acting as secondary caregivers can positively influence their grandchildren when they have specific goals of fostering positive mental reinforcement. positive parenting should encompass physical, emotional, and cognitive aspects to produce individuals with a positive character. caregivers with positive traits and effective communication skills can create positive parenting products. hence, caregivers should have a clear goal and fulfill healthy parenting obligations to raise healthy individuals. finally, the study suggests that society must recognize the moral, mental, and spiritual qualities of grandparents who act as secondary caregivers and successfully continue the parenting relay. rahmatullah, a. s., astuti, k., warsah, i., suyatno, s., & jaenullah, j. 95 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 limitations and suggestions this study is limited to examining the viewpoint of grandmothers as secondary caregivers in the puringkebumen district, central java, indonesia. hence, the findings cannot be extrapolated to other cultures or regions, and may not reflect the opinions of other primary or secondary caregivers. furthermore, the research solely employs qualitative data, which constrains the extent of the analysis and precludes the possibility of making statistical inferences. moreover, the prospect of partiality in data gathering and interpretation should be acknowledged. in addition, the study fails to address the challenges and obstacles that secondary caregivers may encounter when providing positive parenting to children. to overcome these limitations, it is recommended that future research take a more comprehensive approach by involving primary and secondary caregivers from diverse cultures and regions. a mixed-methods approach can be employed to conduct a more in-depth analysis of the data and improve the validity of the results. moreover, it is suggested that future studies incorporate the perspectives of children and adolescents to provide a more complete view of how positive parenting impacts their development and well-being. lastly, to ensure that all children benefit from positive parenting, regardless of their primary caregiver, it is crucial to address the challenges and difficulties faced by secondary caregivers, such as insufficient resources, knowledge, and support. overcoming such obstacles would ensure that all children receive positive parenting, leading to better outcomes for their overall development and well-being. conclusion this study found that secondary caregivers could succeed in parenting. the success can be seen from the children’s behavioral, moral, mental and spiritual qualities, reinforced by the recognition conveyed by the community at the research location. these grandchildren had a positive mentality to foster positive and consistent character and daily behavior. this study also found that the success of secondary care came from none other than the caregivers’ quality. the grandmothers raised them independently because the biological parents worked abroad. the grandchildren were taught to have mature discipline, a fighting mentality, a positive personality, good spirituality, great understanding, healthy communication and extensive patience. in addition, the grandmothers had basic principles established and applied since caring for their grandchildren began. these turned out to be the success of grandmothers in sharpening, nurturing and loving their grandchildren. some principles of struggle in parenting: the principle of trust in parenting, the principle of strengthening religion-spiritual, the principle of honesty in parenting, the principle of unconditional affection, the principle of sincerity in parenting, the principle of rigidity in parenting, the principle of sincerity in parenting, the principle of consistency in upbringing, principles of inculcation and moral development in upbringing. these principles are the basis and foundation in fighting for positive mental health care for grandchildren so that they are willing and able to behave and have a positive character. acknowledgment the authors thanked the parties who contributed greatly to this research, including academic contributions in educational psychology, social psychology, child and adolescent psychology, parenting psychology, and developmental psychology—acknowledgments to universitas muhammadiyah yogyakarta muhammadiyah, universitas mercu buana, and puring kebumen district, indonesia. author contribution statement asr conducted deep literature review on grandparenting, designed the research method, established collaborative works with lecturers, psychologists, and translators that helped the exploring the role of grandparenting in enhancing the positive mental health of children from external migrant worker families 96 islamic guidance and counseling journal vol. 6, no. 1, pp. 83-98, 2023 process of lingua-cultural adaptation, conducted data analysis and mostly took responsibility for the research funding. ka wrote the research introduction, gathered the data, and wrote on data discussion and conclusion. iw worked on literature review and helped write data discussion. so worked on several details of the research method and editing the whole work. jh helped write the content of data discussion and proofread the paper. references arini, s. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1037/fam0000457 https://doi.org/10.1093/geront/38.1.53 https://doi.org/10.1080/2331186x.2022.2034245 https://doi.org/10.18326/ijip.v1i2.186-214 https://www.google.com/search?q=suciati.+%282015%29.+komunikasi+interpersonal%e2%80%af%3a+sebuah+tinjauan+psikologis+dan+perspektif+islam.+buku+litera.&sxsrf=apwxedfx3kjjp2fgpdsgmm2nkcfjseqpzw%3a1681028387955&ei=i3uyzlxtobyz4-ep_-6aoa8&ved=0ahukewj1iq_frpz-ahw8zdgghx83apqq4dudca8&uact=5&oq=suciati.+%282015%29.+komunikasi+interpersonal%e2%80%af%3a+sebuah+tinjauan+psikologis+dan+perspektif+islam.+buku+litera.&gs_lcp=cgxnd3mtd2l6lxnlcnaqa0oeceeyafaawabgaggacaf4aiabaigbajibajgbakabaqabaq&sclient=gws-wiz-serp https://doi.org/10.31845/jwk.v20i2.20 https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=sugiyono%2c+s.+%282016%29.+metode+penelitian+%26+pengembangan+research+and+development.+alfabeta.&btng= https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=tengah%2c+b.+p.+s.+j.+%282019%29.+provinsi+jawa+tengah+dalam+angka+2019.+semarang%e2%80%af%3a+cv+surya+lestari.&btng= https://doi.org/10.1016/j.chiabu.2018.11.014 https://doi.org/10.1111/1747-0080.12411 https://doi.org/10.1111/jomf.12598 https://doi.org/0.17645/si.v8i2.2674 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: bahrun, b., bustamam, n., bakar, a., zuliani, h., rosita, d., saminan, s., & amiruddin, a. (2023). comparative analysis of resilience and life values among muslim higher education students: the influence of traumatic experiences, gender, and living area. islamic guidance and counseling journal, 6(2). https://doi.org/10.25217/0020236376100 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung comparative analysis of resilience and life values among muslim higher education students: the influence of traumatic experiences, gender, and living area bahrun bahrun*, nurbaity bustamam, abu bakar, hetti zuliani, dara rosita, saminan saminan, amiruddin amiruddin universitas syiah kuala, indonesia bahrun@usk.ac.id* article information: received june 3, 2023 revised july 18, 2023 accepted july 19, 2023 keywords: muslim higher education students; life values; resilience; traumatic experiences abstract this study wanted to see how resilience and life values might be different in muslim college students based on their past experiences with trauma, their gender, and whether they live in a city or the countryside. we asked students from aceh, indonesia, to take part in our study. this area has seen a lot of trauma from a big tsunami and a civil war. we used two tools, the brief resilience scale and the life values inventory, to measure resilience and life values. our results showed that students who had experienced trauma were more resilient. but we didn't find any differences in resilience or life values based on gender or where the students lived. we did find that students who were more resilient also had stronger life values. this tells us that we need to think about past trauma and life values when we're trying to understand resilience in muslim college students. in the future, we need to keep studying these things and come up with ways to help these students be more resilient and have strong life values. introduction life is inherently unpredictable, often presenting individuals with traumatic experiences that test their mental health and overall resilience (mancini & bonanno, 2006). these experiences, ranging from personal losses to global crises, can profoundly impact an individual's psychological well-being . over the years, the psychological community has made significant strides in understanding and exploring the impact of traumatic experiences on the human psyche (bryant, 2019; durodié & wainwright, 2019; hatta et al., 2023). one aspect that has emerged as vital in mitigating the damaging effects of such occurrences is resilience. resilience is defined as the ability of individuals to bounce back from adversity and maintain or return to their pre-trauma level of emotional, mental, and physical functioning (southwick et al., 2014). however, resilience does not function in a vacuum. it intertwines with an individual's life values – personal principles or behavioral standards that guide their actions and decisions (liuşnea, 2021). life values have been hypothesized to play a crucial role in shaping attitudes towards adversity and resilience, thereby potentially affecting an individual's capacity to cope with and recover from traumatic experiences (arredondo & caparrós, 2023). despite their https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/0020236376100 https://orcid.org/0000-0002-9456-9462 https://orcid.org/0000-0002-9456-9462 mailto:bahrun@usk.ac.id comparative analysis of resilience and life values among muslim higher education students: the influence of traumatic experiences, gender, and living area 2 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-10, 2023 importance, life values are an often overlooked aspect in research studies focusing on trauma and resilience. resilience, as a psychological construct, has been extensively studied in the context of traumatic experiences (hatta et al., 2023; mancini & bonanno, 2006). research has shown that individuals who have experienced trauma can exhibit a wide range of responses, from severe psychological distress to resilience, or the ability to maintain relatively stable, healthy levels of psychological and physical functioning (bonanno, 2005). however, the mechanisms through which traumatic experiences influence resilience are complex and multifaceted, involving a dynamic interplay of individual, social, and environmental factors (admadeli & embu-worho, 2021). several studies have found that individuals who have experienced trauma may develop enhanced resilience as a result of their experiences, a phenomenon known as posttraumatic growth (tedeschi & calhoun, 2004). on the other hand, some individuals may struggle to recover from traumatic experiences, experiencing ongoing psychological distress and decreased resilience. these contrasting findings highlight the need for further research to understand the factors that contribute to resilience in the aftermath of trauma. gender is another important factor that can influence resilience and life values (portnoy et al., 2018; zabaniotou et al., 2020). research has shown that men and women may respond differently to traumatic experiences and may exhibit different patterns of resilience. for example, some studies have found that women are more likely than men to experience symptoms of posttraumatic stress disorder (ptsd) following trauma, yet they also show high levels of resilience and posttraumatic growth (tolin & foa, 2008). additionally, kobayashi and delahanty (2013) found that women are more likely than men to develop posttraumatic stress disorder (ptsd) following certain types of trauma, with sleep disturbances playing a significant role, and that gender-specific mechanisms may influence the relationship between sleep impairment and ptsd development. in terms of life values, research has suggested that men and women may prioritize different values, which could influence their responses to trauma. for example, schwartz and rubel (2005) found that women tend to place higher importance on benevolence and universalism values, while men prioritize power and achievement values. these gender differences in life values could potentially influence resilience and responses to trauma, although more research is needed in this area. the living environment can also play a crucial role in shaping resilience and life values. studies have shown that individuals living in rural and urban areas may face different types of stressors (novita & huwae, 2023) and may have access to different resources, which can influence their resilience. for example, rural residents may have stronger social networks and community ties, which can enhance resilience, but they may also face challenges such as limited access to mental health services (handley et al., 2019). in terms of life values, research has suggested that rural and urban residents may prioritize different values due to differences in their social and environmental contexts. for example, a study by molero et al. (2022) found that emotional intelligence significantly influences optimistic and pessimistic attitudes among individuals, with pessimism being notably associated with the rural context, suggesting that socio-cultural differences between urban and rural environments can impact life values. these differences in life values could potentially influence resilience and responses to trauma, although more research is needed in this area. the literature on muslim higher education students, particularly in relation to resilience and life values, is sparse but growing. this demographic represents a unique intersection of cultural, religious, and educational contexts that might significantly influence their resilience and life values. muslim students, like their peers, face the typical challenges associated with higher education, such as academic stress and social pressures. however, they also navigate bahrun, b., bustamam, n., bakar, a., zuliani, h., rosita, d., saminan, s., & amiruddin, a. 3 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-10, 2023 unique stressors related to their religious and cultural identities, such as experiences of discrimination or balancing religious practices with academic demands (ali et al., 2015). these experiences can be traumatic and test their resilience. in terms of life values, muslim students may prioritize values that are influenced by their religious beliefs, such as benevolence, humility, and respect for tradition (ives & kidwell, 2019). these values could potentially influence their responses to trauma and their resilience. furthermore, gender and living area (rural or urban) may also intersect with their religious identity to influence their resilience (maba et al., 2022) and life values. for example, muslim women may face unique challenges related to gender and religion that could impact their resilience. similarly, muslim students in rural areas may have different experiences and resources compared to those in urban areas, influencing their resilience and life values (ali et al., 2015). rationale of the study this study holds significant importance due to its unique focus on muslim higher education students, a demographic that has been underrepresented in the existing literature on resilience and life values (ali et al., 2015). by examining the interplay of traumatic experiences, gender, and living area within this specific group, this research aims to provide a more nuanced understanding of resilience and life values. despite the recognition of the importance of life values in shaping attitudes towards adversity and resilience, and the acknowledgment of the unique stressors faced by muslim students (ali et al., 2015), there is a dearth of comprehensive studies investigating these factors within the context of the muslim student population. this study aims to bridge this gap, thereby contributing to the existing body of knowledge and informing the design of culturally-sensitive support systems. by doing so, it will enhance our understanding of trauma resilience in culturally diverse student populations, a crucial step in promoting mental health and well-being in these communities. objectives the primary objective of this study is to compare resilience and life values among muslim higher education students based on their experiences with trauma, gender, and living area, and to further examine the impact of resilience on life values. specifically, the study aims to discern whether there are significant differences in resilience and life values between students who have and have not experienced trauma, between male and female students, and between students living in rural and urban areas. additionally, the study seeks to investigate the influence of resilience on life values, exploring whether higher levels of resilience are associated with certain life values. by conducting these comparisons and examining these relationships, the study seeks to provide a comprehensive understanding of the complex dynamics that shape resilience and life values within this demographic. the findings from this study will contribute to the existing body of knowledge on resilience and life values, and will provide critical insights that can inform the development of culturally sensitive interventions and supports tailored to the unique experiences and challenges faced by muslim higher education students. methods design and participants the research undertaken employed a cross-sectional design, conducted in the region of aceh, indonesia. crucially, it focused on participants who both had firsthand experience of traumatic events related to either the devastating tsunami disaster or the civil war engendered by the gerakan aceh merdeka movement or not. using convenience sampling, participants were sought out and invited to partake in the study via whatsapp. comparative analysis of resilience and life values among muslim higher education students: the influence of traumatic experiences, gender, and living area 4 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-10, 2023 instruments the research deployed three key instruments. firstly, a set of questions were crafted to capture demographic factors. secondly, the brief resilience scale, developed by smith et all. (2008), was employed to gauge the resilience of participants. finally, the life values inventory, originally conceived by crace & brown (1996), was used to ascertain the life values held by participants. the life values inventory, originally developed in the english language, was carefully adapted to bahasa indonesia, the local language, for the purposes of this study. the authors adhered closely to the guidelines stipulated by the international test commission (hernández et al., 2020) during this process. the translation phase was conducted at a research center within a university located in indonesia, a hub offering translation services to support lecturers, students, and researchers in their various scholarly endeavors. proficient english translators at the center undertook the task of translation and back-translation. conversely, the brief resilience scale was readily available in bahasa indonesia (maba, 2018), and thus did not require translation. demographic questions the demographic questionnaire consists of a series of targeted questions designed to gather information about the individual's characteristics, experiences, and environment, essential for contextualizing the results. participants are asked about their gender, age, religion, and ethnicity, providing information about their identity. further inquiries are made about their place of residence and academic semester to understand their living conditions and academic progression. to gain insight into their familial setting, a question is posed about the number of siblings they have. to better understand their financial circumstances, the questionnaire inquires about their monthly expenditure, including housing costs, and whether they hold a job apart from their student status. information about their social engagement is gathered by asking if they are actively involved in organizations. a question about the type of their residence is included for further clarity on their living conditions. finally, two pivotal questions are included to identify whether the individual was affected or victimized by two significant events: the aceh independence movement and the tsunami disaster. these questions provide essential context for understanding the unique experiences of the participants, which can significantly influence their life values and resilience. the former two demographical questions were used as the inclusion criteria of data analysis. the author will only analyze data from participants who were experienced either tsunami or war. resilience the brief resilience scale (brs), created by smith et al. (2008), is a self-report questionnaire specifically designed to evaluate an individual's capacity to recover from stress, an aspect defined as resilience. this scale, distinct from others that measure resilience as a mixture of traits, aligns more closely with the original conceptualization of resilience as the ability to bounce back from stress. composed of six items, including three positive (e.g., "i tend to bounce back quickly after hard times") and three negative statements (e.g., "it does not take me long to recover from a stressful event"), participants express their agreement on a 5-point likert scale. the negative items are reverse scored, and the overall resilience measure is determined by the average score of the six items. owing to its brevity and easy administration, along with demonstrated good internal consistency and validity, the brs has been widely applied in research investigating resilience, stress, and health outcomes. the cronbach alpha brs in this study was relatively good ( = .71) bahrun, b., bustamam, n., bakar, a., zuliani, h., rosita, d., saminan, s., & amiruddin, a. 5 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-10, 2023 life values inventory the life values inventory (lvi) is a self-report measure, developed by richard knowdell and refined by kelly crace and james brown (1996), designed to provide insight into an individual's core life values that shape their attitudes, decisions, and behaviors. this psychometric tool assesses values across six broad dimensions including self-relation and personal growth, relationship and responsibility, work and leisure, health and wellness, spirituality and community, and society and environment. the lvi is comprised of various statement-based items, such as "it is important to me to have a close circle of friends" or "i value opportunities to grow and develop as an individual", each probing different aspects of the previously mentioned dimensions. respondents express their level of agreement with these items on a 5-point likert scale, allowing for a cumulative score per category, indicating the individual's value emphasis in different life areas. high scores denote a high importance placed on the corresponding values, offering valuable self-insight and decision-making frameworks. importantly, the lvi does not prescribe a 'right' or 'wrong' set of values, but instead, promotes introspection and understanding of one's internal motivations. procedures the initial phase involved finalizing the selection of the most appropriate research instruments for this study, with the aim to capture demographic details, resilience, and life values effectively. upon the completion of this selection process, data collection was initiated via the dissemination of these instruments. participants, fitting the pre-determined criteria, completed the instruments, facilitating the accumulation of valuable data for analysis. data analysis data obtained from the completed questionnaires were thoroughly collated and subjected to a detailed statistical analysis using the spss 26 software, ensuring a meticulous examination of the data set. at the outset, a descriptive analysis was carried out to illustrate the frequency, mean, and standard deviation of the demographic variables, as well as for the brs (brief resilience scale) and lvi (life values inventory). this initial step helped us comprehend the fundamental patterns and variations within the data. for the comparison of resilience and life values among different groups of muslim higher education students based on their trauma experiences, gender, and living area, the mann-whitney u test was utilized. this nonparametric test was chosen due to its ability to compare differences between two independent groups when the dependent variable is either ordinal or continuous, but not normally distributed, which was expected given the nature of our study and its demographic. furthermore, we conducted a linear regression analysis to investigate the more nuanced influences of resilience on life values. results and discussion results the study involved a near-equal split of participants who had experienced traumatic events such as war or tsunamis (n = 152, 49.8%) and those who had not (n = 153, 50.2%), with a larger representation of females (n = 274, 89.8%) than males (n = 31, 10.2%). participants, aged on average 20.78 years (sd = 4.12), were predominantly from urban areas (n = 179, 58.7%) compared to rural ones (n = 126, 41.3%), and most had three or more siblings (n = 223, 73.11%). living expenses for the majority fell between 1.000.000 and 1.500.000 (n = 127, 41.63%), and a substantial proportion did not have a side job or were not hustling (n = 245, 80.33%). more than half were involved in intra/extra campus organizations (n = 177, 58.03%). comparative analysis of resilience and life values among muslim higher education students: the influence of traumatic experiences, gender, and living area 6 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-10, 2023 table 1. demographical information of participants (n = 305) variables n % traumatic experience (war or tsunami) yes no sex male female age living area rural urban siblings 0 1 2 3 or more living expenses < 500.000 500.000 – 1.000.000 1.000.000 – 1.500.000 > 2.000.000 side job / hustling yes no join intra/extra campus organization yes no 152 153 31 274 m = 20.78; sd = 4.12 126 179 16 14 52 223 33 99 127 46 60 245 177 128 49.8 50.2 10.2 89.8 41.3 58.7 5.24 4.59 17.04 73.11 10.81 32.45 41.63 15.08 19.67 80.33 58.03 41.97 table 2. differences of resilience and life values based on the traumatic experience, living area, and sex (n = 305) variables m sd traumatic experience living area sex z p z p z p resilience 19.42 3.15 -2.512 .012 -.409 .683 -.763 .446 life values 165.63 19.34 -.690 .490 -.407 .684 -1.174 .240 table 3. impact of resilience on life values (n = 305) variables b se β t p life values .046 .009 .284 5.159 .000 resilience as dv df f r2 adj. r2 p 1 26.612 .081 .078 .000 table 2 presents the differences in resilience and life values based on the traumatic experience, living area, and sex. the mean resilience score was 19.42 (sd = 3.15), with significant differences based on traumatic experience (z = -2.512, p = .012). however, living area (z = -.409, p = .683) and sex (z = -.763, p = .446) did not significantly impact resilience scores. life values had a mean score of 165.63 (sd = 19.34), and were not significantly influenced by traumatic experience (z = -.690, p = .490), living area (z = -.407, p = .684), or sex (z = -1.174, p = .240). as shown in table 3, a linear regression analysis was conducted to assess the impact of resilience on life values. the model was significant (f(1, 26.612) = .081, p = .000), explaining 7.8% of the variance in life values (adjusted r² = .078). within the model, resilience significantly predicted life values (b = .046, se = .009, β = .284, t = 5.159, p = .000). normality of residuals was confirmed through a normality test, with a p-value greater than .05 (p = .200) indicating a normal distribution. additionally, multicollinearity was assessed using the bahrun, b., bustamam, n., bakar, a., zuliani, h., rosita, d., saminan, s., & amiruddin, a. 7 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-10, 2023 variance inflation factor (vif), which was less than 10, suggesting that multicollinearity was not a concern in the model. discussion the primary objective of this study was to conduct a comparative analysis of resilience and life values among muslim higher education students, taking into account their experiences with trauma, gender, and living area. this objective was driven by the need to understand the unique experiences and challenges faced by this demographic, which could significantly influence their resilience and life values. the results of the study offer a nuanced understanding of these dynamics, revealing how traumatic experiences, in particular, can significantly impact resilience. this contributes to a more comprehensive understanding of the complex interplay between resilience and life values within the context of muslim higher education students, providing valuable insights for future research and intervention strategies. our findings indicate that traumatic experiences significantly impact resilience among muslim higher education students, aligning with previous research that has highlighted the role of traumatic experiences in shaping resilience (hatta et al., 2023; mancini & bonanno, 2006). students who had experienced traumatic events such as war or tsunamis exhibited different resilience levels compared to those who had not. this finding supports the concept of posttraumatic growth, where individuals who have experienced trauma may develop enhanced resilience as a result of their experiences (tedeschi & calhoun, 2004). however, contrary to some previous studies (portnoy et al., 2018; zabaniotou et al., 2020), we did not find significant differences in resilience and life values based on gender or living area. this could be due to the unique cultural and religious contexts of our study population, which may influence resilience and life values differently than in other populations. it is also possible that other factors not measured in this study, such as social support or coping strategies, may play a more significant role in shaping resilience and life values among muslim higher education students. the results also revealed a significant positive relationship between resilience and life values, indicating that higher levels of resilience are associated with certain life values. this finding aligns with the hypothesis that life values play a crucial role in shaping attitudes towards adversity and resilience (arredondo & caparrós, 2023; liuşnea, 2021). it suggests that individuals with higher resilience may prioritize values that promote recovery and growth in the face of adversity. the findings of this study have significant implications for muslim higher education students. given the demonstrated impact of traumatic experiences on resilience, it is crucial for educational institutions and mental health professionals to consider these experiences when providing support to muslim students. the significant relationship between resilience and life values suggests that fostering resilience could be tied to promoting life values that align with the students' cultural and religious beliefs. this could involve integrating values-based approaches into mental health interventions or educational programs. for instance, programs could be designed to help students explore and affirm their life values, particularly those that promote resilience in the face of adversity. this could be particularly beneficial for muslim students who may face unique stressors related to their religious and cultural identities, such as experiences of discrimination or balancing religious practices with academic demands (ali et al., 2015). by recognizing and addressing these unique experiences and values, we can better support the mental health and well-being of muslim higher education students. limitations and suggestions however, this study has several limitations that should be considered. first, the use of convenience sampling may limit the generalizability of the findings. future research should aim comparative analysis of resilience and life values among muslim higher education students: the influence of traumatic experiences, gender, and living area 8 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-10, 2023 to use more representative sampling methods to ensure that the findings are applicable to the broader population of muslim higher education students. second, the cross-sectional design of the study prevents us from making causal inferences about the relationships between traumatic experiences, resilience, and life values. longitudinal studies are needed to explore these relationships over time and determine the causal pathways. conclusion this study provides valuable insights into the interplay of resilience and life values among muslim higher education students, particularly in the context of traumatic experiences. the findings underscore the significance of traumatic experiences in shaping resilience and highlight the intertwined nature of resilience and life values. while the study did not find significant differences in resilience and life values based on gender or living area, it opens avenues for further research to explore these dynamics in more depth. importantly, the study emphasizes the need for culturally sensitive approaches in promoting resilience and mental health among muslim students, taking into consideration their unique experiences and values. as we continue to expand our understanding of these complex dynamics, we move closer to developing more effective, tailored interventions that can support the well-being of muslim higher education students in the face of adversity. acknowledgment authors would like to express their deepest appreciation to universitas syiah kuala, the participants, and my colleagues for their invaluable contribution to this research. their willingness to give their time and share their expertise has significantly enriched this study. we are grateful for the opportunity to conduct my research with them and for the support and encouragement we received throughout this project. author contribution statement all authors have made significant and equal contributions to the development and execution of this study. they have approved this final version of the manuscript for publication. references admadeli, y. p., & embu-worho, p. m. 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(2020). from multidisciplinarity to transdisciplinarity and from local to global foci: integrative approaches to systemic resilience based upon the value of life in the context of environmental and gender vulnerabilities with a special focus upon the brazilian amazon biome. sustainability, 12(20), article 20. https://doi.org/10.3390/su12208407 copyright holder : © bahrun, b., bustamam, n., bakar, a., zuliani, h., rosita, d., saminan, s., & amiruddin, a. (2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.3402/ejpt.v5.25338 https://doi.org/10.1207/s15327965pli1501_01 https://doi.org/10.1037/1942-9681.s.1.37 https://doi.org/10.3390/su12208407 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: muafiah, e., sofiana, n. e., & nurhidayati, m. (2023). exploring the influence of work-family balance and burnout on working mothers’ character-building efforts in a post-pandemic world. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3623 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung exploring the influence of work-family balance and burnout on working mothers' characterbuilding efforts in a post-pandemic world evi muafiah1*, neng eri sofiana2, maulida nurhidayati1 1 institut agama islam negeri ponorogo, indonesia 2 pesantren mahasiswa al-mutawakkil ponorogo, indonesia evimuafiah@iainponorogo.ac.id* article information: received january 18, 2023 revised march 24, 2023 accepted june 14, 2023 keywords: burnout; postpandemic; work-family balance; working mother abstract even though the pandemic has ended, working mothers face challenges in achieving work-family balance so that children's character education goes well. this paper looks at the effect of work-family balance (wfb) and burnout on working mothers in carrying out character education for children after the covid-19 pandemic. the method used is a quantitative method with a survey design. data was collected from distributing questionnaires on the google form filled in by female lecturers at the islamic university in indonesia. the findings of this study indicate that there is an effect of wfb and burnout on post-pandemic children's character education. female lecturers at islamic universities can be categorized as working mothers who can achieve wfb and educate their children well so there are no born-outs. this research shows that even as working mothers, lecturers at an islamic university can carry out their role in children's education well. introduction working mothers all over the world, have struggled quite hard during the pandemic. in the us, they reported psychological distress (moderate mental illness and serious mental illness) (kirwin & ettinger, 2022). in ireland, they have experienced negative emotions, and the redefinition of family dynamics, and adopted additional and disproportionate care burdens (clark et al., 2020). the big impact of the covid pandemic on a mother, especially because of the transition to activities that are centered at home, both work and education (hoofman & secord, 2021). in indonesia, high-stress levels often occur at the start of implementing study from home (susilowati & azzasofia, 2020). how could it not be, during a pandemic, school activities and office work were centered at home? this makes working mothers who work from home take on the role of teacher at home even more actively. even though usually, children's education will be directly assisted by a teacher at school. so this places mothers who work during a pandemic have many roles, and are prone to burnout. indeed, the distance education model seven this do not have readiness from teachers, parents, and students (sari & nayir, 2020). likewise in indonesia, many problems arose in distance learning during the covid-19 pandemic. the piling up of roles for working mothers that occurred during the pandemic, especially for women who are often attached to domestic roles, so that when they work in the public, they will bear a lot of burdens. this certainly can affect the balance of work (muafiah & sofiana, 2022; adisa et al., 2021a). the challenge of the work-family balance is very complex, such as https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3623 https://orcid.org/0000-0002-7965-8782 mailto:evimuafiah@iainponorogo.ac.id https://orcid.org/0000-0001-7411-6223 https://orcid.org/0000-0001-5231-7024 muafiah, e., sofiana, n. e., & nurhidayati, m. 197 islamic guidance and counseling journal vol. 6, no. 1, pp. 196-208, 2023 issues combining social, work, family, and educational dimensions thus requiring integrated coping of individual, family, and political strategies (cantera et al., 2009). several previous studies confirmed the existence of a relationship between work and family that can influence each other (fisher, 2001; muafiah & sofiana, 2022) because it is a different domain (clark, 2000; muafiah & sofiana, 2022). on the other hand, the problems during this pandemic left a lot of other homework. readjustment of education and character-building for children who were centered at home and underwent distance learning for quite a long time (around 2-3 years, from 10th of march 2020 to 2022) to be able to return to study at school. the existence of a pandemic by utilizing virtual world features as a medium for children's learning has had various impacts. this is like optimizing teaching and learning activities during a pandemic which is mostly done by giving assignments or homework to children through applications (syarifuddin, 2022), and this tends to make students feel bored, causing a feeling of laziness and a lack of interest in learning (yunitasari & hanifah, 2020). in addition, giving this assignment is considered less effective in understanding concepts, reflecting, and cultivating character in children (ashari & nugrahanti, 2022), even become a learning loss(budi et al., 2021), because certain values cannot be conveyed directly if learning is only through internet media. not only that, children tend to try less because it is too instant or easy to find answers through search engines compared to trying to find answers in textbooks or reading books, and children also become addicted to the internet. in another study, it was found that there were students who were sick because they were tired of busy assignments during the pandemic, besides that, they also could not help their parents because of the busy study hours (ulfa & mutiah, 2021). this phenomenon is a challenge for children's development, meanwhile, work-family balance itself is a barometer of work and family life that can run harmoniously and be well integrated (frone, 2003; hirschi et al., 2019;greenhaus et al., 2003; grzywacz & carlson, 2007; sc clark, 2000; fagan, 2008; lambert et al., 2006). a working mother who has children who are in school certainly has more family demands. looking at wfb in working moms postpandemic is something that needs further research, especially its relationship with character education which has been affected by the pandemic. character education itself is part of islamic education which aims to achieve harmony, harmony, and balance in various aspects, namely the relationship with allah swt, himself, fellow human beings, other creatures, and the environment (ministry of religion of the republic of indonesia, 2004). the application of education is not only carried out at school but also at home or in the family. the main task of the family for children's education is to lay the foundation for moral education and a religious outlook on life (setiawan, 2021). the nature and character of children are mostly taken from their parents and other family members (hasbullah, 2009). the character education referred to in this study is religious character, honesty, discipline, responsibility, caring for others, and caring for the environment. these six characters are characters that can help harmonize life between all aspects of life under the goals of islamic education with the process, habituation, and exemplary (ngatiman & ibrahim, 2018), as well as the foundational characteristics that a child must have. this is important because the covid19 pandemic has affected the implementation of character education and islamic education (abdusshomad, 2020). furthermore, when working mothers try to achieve wfb by balancing the demands of work and family, they can experience burnout, because burnout is one of the factors that can affect work-life balance or work-family balance (prabowo et al., 2020; mahmudah et al., 2022). moira emphasized that being a parent can be stressful (mikolajczak et al., 2019), let alone being a parent who also works. rakhmawati stated that the experience of several working mothers in indonesia in various sectors felt an increased workload, felt boredom, and physical and emotional exhaustion during the covid-19 pandemic (rakhmawati, 2022), as well as female exploring the influence of work-family balance and burnout on working mothers' character-building efforts in a post-pandemic world 198 islamic guidance and counseling journal vol. 6, no. 1, pp. 196-208, 2023 teachers in turkey who experienced emotional exhaustion, stress, low motivation and job satisfaction, and balance problems between home and work(kara et al., 2021). so, this article is here to see how working mothers achieve wfb with the challenges of post-pandemic character education and the threat of burnout. the rationale of the current study there have been many studies discussing aspects of wfb in working mothers during a pandemic (kirwin & ettinger, 2022; adisa et al., 2021b; chung et al., 2022; martucci, 2021) or character education in families during a pandemic (batubara et al., 2020; suherman & wathan, 2021; jannah & umam, 2021; prabowo et al., 2020; setiawan, 2021). likewise with post-pandemic children's character education (nugroho, 2022; prabowo et al., 2020) but the discussion related to the character education of children affected during the pandemic and its relation to work-family balance and burnout of the mother has not been found much. only found the effect of work-family conflict on the burnout of female lecturers who work from home (fitriasari et al., 2022). so, this article is here to fill that void. this was done because when the covid-19 pandemic hit the earth which had an impact on limited movement or mobility, even the centralization of activities at home, such as teaching and learning activities and office work was certainly a challenge for a working mother. muafiah et al. (2023) has summarized the experiences and roles of female lecturers at the ponorogo state islamic institute who experienced a buildup of burdens and responsi bilities a working mothers during a pandemic. furthermore, this research will look at the challenges of working mothers in educating children's character and achieving work-family balance, so that it will give an overview of how the context occurs in working mothers to achieve harmony. purpose and hypothesis the purpose of this research is to look at the effect of wfb on character education and burnout among working mothers after the pandemic. the conceptual model in this study is shown in figure 1. based on this conceptual model, the hypothesis used is as follows: h1: work-family balance positive and significant effect on character-building h2: burnout positive and significant effect on work-family balance h3: burnout positive and significant effects on character-building h4: work-family balance mediates the relationship between burnout and character-building work-family balance burnout characterbuilding h1 h3 h2 h4 figure 1. conceptual model muafiah, e., sofiana, n. e., & nurhidayati, m. 199 islamic guidance and counseling journal vol. 6, no. 1, pp. 196-208, 2023 methods design this research is included in survey research because researchers collect data through samples that represent the population. this study was designed to analyze the causal relationship between one variable and another. participants the population in this study are female lecturers in the islamic university environment who have children over 4 years old. the sample in this study was 200 people and were female lecturers from various islamic campuses in indonesia. the sampling technique is carried out tabel 1. research instruments no variable indicator operational definition 1 work-family balance job satisfaction the condition of working mothers who are satisfied with their work. this can be marked by a sense of pride, enthusiasm, persistence, and good work results, unaffected by demands in the family. organizational commitment the condition of working mothers who have the support of a good working environment. this can be characterized by good relationships with coworkers, then coworkers who can be invited to work together, he helps provide solutions when in trouble. family satisfaction the condition of working mothers who are satisfied with the condition of the house. this is marked by family members helping to do household chores, then working mothers can adjust their time and work and family responsibilities. family performance a state of family role or performance that provides a good mood for working mothers when they are at home, even though they have a lot of work demands, provides energy and support to do the job. role conflicts the condition of working mothers who can do work according to their position, and accept jobs without any conflicts or other problems. 2 burnout burnout state of burnout in terms of mental, physical, and emotional characterized by feelings of frustration because they cannot balance time between family and work, a lack of productivity, and a feeling of being the one to blame for the problems that occur. 3 character building religious religious characteristics bring children closer to god, such as praying in every activity, reciting the koran, praying 5 times on time, and being grateful for what happened. honest honest character by ensuring children do assignments without cheating, speak according to facts and can admit their mistakes. disciplined discipline character by ensuring children get up early, comply with school rules properly and collect assignments on time. responsible responsible character by making sure the child does the job well invites the child to do homework, and is serious about doing anything. caring for others the character of caring for others by teaching children to assist those in need, and sharing food or toys with other family members. caring for the environment characters care about the environment by teaching children to garden or plant trees, save electricity, and maintain cleanliness. exploring the influence of work-family balance and burnout on working mothers' character-building efforts in a post-pandemic world 200 islamic guidance and counseling journal vol. 6, no. 1, pp. 196-208, 2023 using purposive sampling or sampling techniques with certain considerations. in this study, the considerations were female lecturers in the islamic university environment who had children over the age of 4 years. this age limit was chosen because, at this age, children in indonesia can already enter playgroup educational institutions. instruments data collection in this study was carried out by distributing questionnaires to respondents. this technique is carried out by giving a set of written statements to the respondent to answer. the questionnaire given was a type of closed questionnaire in which the respondent was asked to choose an answer according to the conditions felt. the answer for each statement uses a likert scale with four answer choices, namely often, often, rarely, and never with a scoring rule of 4-3-2-1 for positive statements and a scoring of 1-2-3-4 for negative statements. the distribution of the questionnaire was carried out using the google form to respondents who met predetermined criteria. the research instrument was prepared using several theories from experts by making several modifications. the questionnaire is prepared based on the indicators that build each construct, namely: work-family balance work-family balance is a situation where working parents can balance the demands of family and work, they have good time management, conflict management, and parenting (muafiah & sofiana, 2022). there are 5 indicators of the work-family balance instrument, namely job satisfaction, organizational commitment, family satisfaction, family performance, and role conflict (grzywacz & carlson, 2007). burnout the indicator is who feels frustrated or mentally, physically, and emotionally exhausted, then cynicism or guilt, being cynical, and tends to be alone and unproductive or ineffective in acting and behaving (leiter & masclah, 2017). character-building there are 18 indicators of the value of character education according to the ministry of national education of republic of indonesia (nurfalah, 2016), but only 6 character education values are used in this paper as the most core characters or are felt to be most affected by the pandemic, including being religious, honest, disciplined, responsible, caring for others, and caring for the environment. the instruments are structured in several stages, namely determining the variables studied, formulating conceptual definitions (obtained based on existing theory), compiling operational definitions, compiling instrument grids, and compiling instrument items. before distribution, construct validity was tested by involving 3 experts to provide opinions about the suitability of the questionnaire with the theory used. then the instruments trials were carried out in the field involving 30 people to see the validity of the factors and the validity of the instrument items and the reliability of the compiled instruments. the results of testing the instruments on 30 respondents showed that the instrument was valid because the correlation value of all instrument items was more than a critical r, namely .361, and reliable. after all, it had a cronbach's alpha value of more than .7. these results indicate that the developed instrument is feasible to be used as a data collection tool for 200 respondents. muafiah, e., sofiana, n. e., & nurhidayati, m. 201 islamic guidance and counseling journal vol. 6, no. 1, pp. 196-208, 2023 procedures the method used in this research is the quantitative method. the data used in this study were obtained from the results of a questionnaire that had been filled out by female lecturers at islamic universities who had children over 4 years old. the distribution of the questionnaire was carried out using the google form. in addition to containing statements related to indicators of work-family balance, burnout, and character-building, the google form that was created also asked for information about the demographics of the respondents, such as age, number of children, and employment status (civil servant or non-civil servant). data analysis before analysis, the data obtained was first checked to ensure that the respondents who filled out the questionnaire were lecturers who had children over 4 years of age and checked the respondents' answers to ensure that the answers given were complete without any blank answers. if there are respondents who do not fulfill one or both then these respondents are not included in the analysis. then scoring the respondent's answers is 4-3-2-1 for positive statements and 1-2-3-4 for negative statements. after the scoring process is complete, proceed with data tabulation. to analyze causal relationships and conceptual models, this study uses the partial least square structure equation model (pls-sem). the pls-sem model was chosen because it can be applied to develop a theory or build a theory (predictive orientation). in addition, pls-sem can also work very well with large sample sizes and requires latent variable scores for followup analysis (chin, 1998; hair jr et al., 2021) to achieve the research objectives, the analytical steps are the evaluation of the measurement model to measure convergent validity, discriminant validity, and construct reliability and followed by an evaluation of the structural model. convergent validity is measured using scores average variance extracted (ave) where the ave value for each construct must be more than .5 (chin, 1998; hair et al., 2009; henseler et al., 2009). the discriminant validity value requires that the ave square root value must be greater than the correlation value between latent constructs (fornell & larcker, 1981). the last test on the evaluation of the measurement model is the reliability of the composite reliability (cr) where each construct must have a value above .7 (henseler et al., 2009). results and discussion results table 2 shows the characteristics of the respondents in this study. this study involved 200 respondents who were female lecturers in the islamic university environment who had children over 4 years of age. from table 2 it is known that the lecturers who were respondents in this study were mostly in the age range of 38 to 47 years, namely 43%, the rest were in the range of 28-37 years (41.5%) and above 48 years (15.5%). the number of children owned by lecturers is 1 to 5 children with the highest number being lecturers with 1 child namely by 45%. as for the status, 78.5% are civil servant lecturers and the rest are non-civil servant lecturers. evaluating the measurement model is done by measuring convergent validity, discriminant validity, and construct reliability. the results of the measurement model evaluation are shown in table 3. table 3 shows that the work-family balance has an average of 3.43 with a standard deviation of .56 which shows that most lecturers agree with the statements given and have almost the same rating range. this also applies to burnout which has a mean value of 3.46 and a standard deviation of .57. character-building has a mean value of 3.51 and a standard deviation of .56. the results of convergent validity testing for each of the workfamily balance, burnout, and character-building constructs were .555, .730, and .552 which were more than .5, meaning that all constructs met convergent validity. discriminant validity exploring the influence of work-family balance and burnout on working mothers' character-building efforts in a post-pandemic world 202 islamic guidance and counseling journal vol. 6, no. 1, pp. 196-208, 2023 is fulfilled because all the ave roots of each construct are more than the correlation between the latent constructs. reliability testing was carried out using a composite reliability (cr) measure. the cr value is more than .7 which indicates that reliability is fulfilled. evaluation of the measurement model shows that convergent validity, discriminant validity, and reliability have been met according to the established criteria so that all constructs can be used for structural model testing. this study uses bootstrapping of 1000 repeat samples to estimate the statistical significance of the path coefficients. structural models are assessed through the coefficient of determination and predictive relevance. the results of the analysis show that the coefficient of determination for character-building is 56.2% which is included in the strong model criteria. the q square result for character-building is .298 which is positive, indicating that the model has predictive relevance. based on these two results indicate that the model for characterbuilding is appropriate. the same thing applies to the work-family balance which shows a coefficient of determination of 46.2% which is included in the moderate model criteria and a q square value of .249 which is positive indicates a predictive relevance model. the results of testing the direct effect, indirect effect, and total effect for each construct are shown in table 4. the test results show that work-family balance has a positive and significant influence on character-building because the p-value = .00 < .05 and the value β = .554 which means it means that these results support h1. for the direct effect of burnout on work-family balance, it shows a p-value = .00 < .05 and a value of β = .680 which supports h2, which means that burnout has a positive and significant effect on work-family balance. for the direct effect of burnout on character-building, table 2. survey of respondent's demographic characteristics measures items n (%) age 28-37 years 83 41.5 38-47 years 86 43 over 48 years 31 15.5 number of children 1 90 45 2 77 38.5 3 19 9.5 4 10 5 5 4 2 status civil servant 153 76.5 non civil servants 47 23.5 table 3. descriptive statistics, alphas, and discriminant validity constructs convergent reliability and validity discriminant validity m sd alpha cr ave 1 2 3 work-family balance 3.43 .56 .862 .862 .555 .745 burnout 3.46 .57 .844 .844 .730 .680 .854 character-building 3.51 .56 .881 .881 .552 .726 .63 .743 notes: m = mean; sd = standard deviation; alpha = cronbach's alpha; cr = composite reliability; ave = average variance extracted. table 4. direct and indirect effects hypothesis relationships direct effects indirect effects β p β p h1 work-family balance → character-building .554 .00 h2 burnout → work-family balance .680 .00 h3 burnout → character-building .253 .00 h4 burnout → work-family balance → character building .377 .00 muafiah, e., sofiana, n. e., & nurhidayati, m. 203 islamic guidance and counseling journal vol. 6, no. 1, pp. 196-208, 2023 it shows a p-value = .00 < .05 and a value of β = .253 which supports h3, which means that burnout has a positive and significant effect on character-building. for the indirect effect of burnout on character-building through work-family balance, it shows a p-value = .00 < .05 and a value of β = .377 which supports h4, which means that work-family balance mediates the relationship between burnout and islamic education. the results of the direct and indirect effects (total effect) given by burnout on character-building are β = .630. discussion the test results show that work-family balance has a positive and significant influence on character-building because the p-value = .00 < .05 and the value β = .554, which means that these results support h1. when work-family balance can be achieved, children's education will be carried out properly. this is because a working mother who has been able to achieve workfamily balance, can place herself in terms of time, and involvement, and produce balanced satisfaction between life or family demands and life or work demands. in achieving workfamily balance, proportional time and good involvement will be able to encourage the birth of balanced satisfaction (hijriyani et al., 2022). the education of a child is of course not only the responsibility of a mother, but the figure of a mother has a very large influence and contribution to the growth and development of a child. this is because, in islam, a mother acts as the first school for her children. like a new white sheet of paper that doesn't have any writing, that's how the image of a child is born (sofiana, 2020). the first school for children is carried by a mother because mothers have a different touch, ailwood (2007) said that motherhood is very influential on children's education. this is different from maternalism which is formed by cultural understanding that places the parenting role only on a single mother. on the other hand, it is more difficult for working mothers to reach wfb than men (adisa et al., 2021a). a patriarchal culture that places women closely with childcare and household matters such as cooking, cleaning, and other household needs makes women carry out multiple roles, so women have to make a bigger effort to be able to achieve wfb. especially during the pandemic, work and education were centered at home due to restrictions on activities outside the home. wfb is an important contribution to achieving well-being and a healthy and wellfunctioning society (grzywacz & carlson, 2007). in some respondents, in short interviews, children's education which is carried out at home is carried out alone or by the mother directly on the sidelines of online teaching, but in several other lecturers using the services of a child's study companion, sharing roles with the child's father, or assisted by members other family members (grandmothers, cousins, others). likewise, when the pandemic ended, the patterns of working hours and children's school hours were still undergoing many adjustments, so it became a challenge in itself to be able to achieve wfb. for the direct effect of burnout on work-family balance, it shows a p-value = .00 < .05 and a value of β = .680 which supports h2, which means that burnout has a positive and significant effect on work-family balance. burnout is one of the things that affects the workfamily balance. when someone experiences burnout, work-family balance is not achieved. this is because burnout is one of the benchmarks for achieving wfb. the burnout that occurs will create instability and imbalance between work and family demands. the higher the demands of work and family, will trigger conflict. this work-family conflict occurs because the family affects work or work affects the family (soelton et al., 2020). for the direct effect of burnout on character-building, it shows a p-value = .01 < .05 and a value of β = .253 which supports h3, which means that burnout has a positive and significant effect on character-building. this means that when working mothers experience burnout, their children's education will be disrupted. burnout occurs when a working mother experiences stress because of her job, both physically, mentally, and emotionally. according to the ministry exploring the influence of work-family balance and burnout on working mothers' character-building efforts in a post-pandemic world 204 islamic guidance and counseling journal vol. 6, no. 1, pp. 196-208, 2023 of health of the republic of indonesia, burnout syndrome in terms of physical fatigue is characterized by a lack of energy and feeling tired all the time, while emotional exhaustion is characterized by depression, feeling helpless, and feeling trapped at work. meanwhile, mental fatigue is characterized by a cynical and negative attitude towards others, harming oneself, work, life, and other aspects of life. these three signs of burnout will certainly greatly affect the success of children's education in the family. especially during a pandemic, the boundaries between work and family become difficult to distinguish, because they are deep in one time, circumstance, and place, it home. likewise, during the post-pandemic period, there have been adjustments to various life patterns towards post-pandemic life. for the indirect effect of burnout on character-building through work-family balance, it shows a p-value = .04< .05 and a value of β = .377 which supports h4, which means that workfamily balance mediates the relationship between burnout and character-building. the results of the direct and indirect effects (total effect) given by burnout on character-building are β = .630 with p-value = .00 < .05. burnout is different from ordinary fatigue, it is related to work demands, but in reality, it will affect every aspect of a person's life. in this study, female islamic higher education lecturers were able to balance work and family demands, even during the post-pandemic period, so that wfb could be achieved, and children's education could be carried out properly. this is because there is no burnout effect. burnout itself is very influential in achieving wfb. the percentage of influence given is 46.2%, which means moderate influence, which indicates that other factors affect wfb. likewise, the education of children affected by wfb and burnout shows the magnitude of the effect on both variables of 56.2%, meaning that most of the education of children during the pandemic was affected by wfb and burnout experienced by mothers. implications the results of this study found that work-family balance and burnout of working mothers affected children's education after the covid-19 pandemic. the achievement of wfb is one of the important things that can support the implementation of good children's education, and avoid the burnout of a working mother, especially after the pandemic. when all educational and work activities are re-adjusted after previously being centered at home. limitations and suggestions for further research the author realizes that the respondents in this article are limited to female lecturers at several islamic state campuses in several cities in indonesia which cannot be generalized to all existing working women or mothers, but this can be an illustration and consideration for further research. this research does not cover the role of lecturers in several other structural activities. assuming there is no difference between lecturers who have additional tasks in the campus structure and lecturers who do not have these additional responsibilities. conclusions this study concludes that there is an effect of wfb and burnout on the education of working mothers after the covid-19 pandemic, but in the case of islamic university female lecturers, it can be said that they are still able to educate their children well so that they can achieve work-family balance and there is no influence or symptoms burnout. acknowledgments the authors are grateful to all respondents for the data collection. muafiah, e., sofiana, n. e., & nurhidayati, m. 205 islamic guidance and counseling journal vol. 6, no. 1, pp. 196-208, 2023 author contribution statement the authors of this research played a role in writing this article and agreed with the final version of it. references abdusshomad, a. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/doi.org/10.54783/ijsc.v2i3.117 https://doi.org/10.52266/tadjid.v6i1.837 https://doi.org/10.56959/jpss.v7i1.36 https://doi.org/10.31004/edukatif.v2i3.142 islamic guidance and counseling journal how to cite: erfantinni i. h., febriani r. a., ningrum d. e. a. f., & melinda v. a. (2019). character building through counseling: the reducement of truancy with cognitive restructuring technique. islamic guidance and counseling journal, 2(2), 77-82. https://doi.org/10.25217/igcj.v2i2.464 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj character building through counseling: the reducement of truancy with cognitive restructuring technique imroatul hayyu erfantinni1, roiyan one febriani, dian eka aprilia fitria ningrum, vannisa aviana melinda universitas islam negeri maulana malik ibrahim, indonesia hayyu.erfantinni@uin-malang.ac.id1 article information: received april 27, 2019 revised may 7, 2019 accepted may 9, 2019 keywords: cognitive restructuring; truancy; character building; counseling abstract the purpose of this study is to determine the effectiveness of cognitive restructuring technique to reduce students’ truant behavior of surabaya pharmacy school. this study used experimental methods with randomized pretest-posttest control group design. the stage of the study was the preparation, the implementation, and the final stage. the subject of study was twelve students of surabaya pharmacy school from first, second, and third grades taken at random through the student truancy scale and divided into two groups, control and experiment group. the intervention is done by doing the counseling group with cognitive restructuring technique to reduce the student’s truancy behavior. the data was analyzed using spss paired sampled t-test. the analysis result showed that there was a significant difference before and after the intervention using cognitive restructuring in the experiment group. therefore, the technique of cognitive restructuring is effective to reduce student's truancy at surabaya pharmacy school. introduction truancy is a critical problem with potentially short and long-lasting negative consequences at both the individual and the societal level. hence, identifying potential risk and protective factors is a relevant task (ramberg, låftman, fransson, & modin, 2019). the purpose of education is basically formed a man into someone who has dignity as well as beneficial to our fellow human beings, given the caliph in the earth. the education is done to have a purpose to form personal morals as well as the quality of the character. greater demands are increasing, schools must create a learning environment where learners not only feel secure but can also be his own (sheppard & dibbon, 2011). truancy can be defined as any unexcused or undocumented absence from school taking into account the attendance rules of the specific country (claes, hooghe, & reeskens, 2009) and can take different forms, ranging from repeated late arrivals to absence from a whole or several school days. based on the results of the study morrison (2013) stated if truant behavior is not addressed through a collaborative approach taking numerous risk factors into account, it may have potentially disastrous effects not only for learners but also for their families and communities at large. now happening a shift in the meaning of education that leads to the achievement of an academic standard value so that the value of the character has neglected. so many students https://doi.org/10.25217/igcj.v2i2.464 https://journal.iaimnumetrolampung.ac.id/index.php/igcj mailto:hayyu.erfantinni@uin-malang.ac.id character building through counseling: the reducement of truancy with cognitive restructuring technique 78 islamic guidance and counseling journal vol. 2, no. 2, pp. 77-82, july 2019 have non-adaptive behavior like unscrupulous truant, a brawl, bullying, smoking, drug use illegal drugs and the other uncommendable deeds. many violent and moral degradations occurred in indonesia have affected most of the youth (agung, 2016). the moral degradation symptoms are indicated by the increase of drug abuse, free sex, crime, violent act, and many other disrespectful behaviors. the source of the multidimensional crisis is the identity crisis and the failure in developing the nation's character education. non-adaptive behavior that is often done by the student is truancy. they assumed truancy is familiar so without guilt often truant. when students are truancy then can reflect the personality of the students who are less accountable. this such things gradually undermine the character of the nation. when students don't feel any acceptance and appreciation in school, they tend to look for other environments where they earn satisfy those needs. this often results in absenteeism, truancy and various other forms of disciplinary challenge on learners (mccray, 2006). there are various types of behavior, the concept of truancy has different meanings for everyone. truancy can refer to skip certain lessons, absence of psychologically, rejection of the school, and school phobia (swansea, 2010). but in this article scope limited to truancy the behavior of students who do not attend school to follow a learning activity for reasons that are not exactly even often without reason. real data obtained from surabaya pharmacy school there are 21% students of class x ever truancy school, as many as 15% of the students of class xi ever truant, and 14% of students of class xii also truancy in the span of one month. they are truancy because 55% did not feel able to live the learning activity, 30% feel bored with the routine as students, and 15% due to join friends who left the class to look cool. the students of class x have the highest percentage since they are still in a period of adjustment with the teaching and learning activities in pharmaceutical school is much different from subjects in junior high school. truancy is the beginning of the formation of new behavior problems leads to drop out. in tune with the delivered mckinney (2013) stating that truancy frequently associated with dropping out of school and academic achievement is a bad thing and could increase the likelihood that students will be involved in drug use and alcohol, brawl, theft, and other more serious delinquency. not just on students own, negative impacts will continue to spread until the moral damage that is owned by a nation. high rates of crime in this country is the estuary of the behavior of truancy. in character education then it is very closely related to islamic norms and ethics. the main sources being the islamic-based character education guidelines are the quran and hadith. the prophet is a figure that can be used as the example in organizing education in all things including the formation of character. as it is very clearly stated in the qur'an "there has certainly been for you in the messenger of allah an excellent pattern for anyone whose hope is in allah and the last day and [who] remembers allah often" (qs. al-ahzab: 21). the expected output, after students graduated from the school he will be a figure of courteous, ethical, as well as its presence in the environment of society can bring benefit for others. but that hope is different from reality when the students in the school through the process of course still frequently truant, but everyone must understand that education is an investment in the world to live their lives toward the hereafter. because of the increasing phenomenon of truant students done, then to deal with the behavior of truancy in the effort to build character in accordance with islamic education, counselors provide group counseling using the technique of cognitive restructuring. cognitive restructuring process an individual has implications for behavior change. members of the group often express the mind of oneself and negative self-talk when they are in stress. there are some disruptive behavior can be solved by using cognitive restructuring technique. based on the results of the study erfantinni, purwanto, & japar (2016) cognitive behavior therapy group counseling with cognitive restructuring technique was effective for reducing academic imroatul hayyu erfantinni, roiyan one febriani, dian eka aprilia fitria ningrum, vannisa aviana melinda 79 islamic guidance and counseling journal vol. 2, no. 2, pp. 77-82, july 2019 procrastination. the cognitive restructuring technique were suitable for both male and female students. similar study by fadil, sunawan, & awalya (2019) also stated in the results of his study that cognitive restructuring technique was effective to reduce students’ internet addiction. cognitive restructuring is a process of identifying and evaluating one's cognition, understanding the impact of negative thoughts and behavior, then learn to replace these with a more realistic mind, appropriate, and adaptive. members are expected to identify the selfcognition and self-talk to monitor themselves. cognitive restructuring is the most basic component of cognitive-behavioral procedures (cormier, nurius, & osborn, 2008). likewise, with corey (2013) cognitive restructuring is a process of identifying and evaluating one's cognition, understanding the impact of the behavior of certain negative thoughts, and learn to replace cognitions with more realistic, right, and the adaptive mind. there are a lot of studies have investigate the impact of cognitive restructuring within counseling, but none of them have determine the effectiveness of cognitive restructuring to reduce truancy particularly on the purpose of character building. therefore, the aim of this study is to determine the effectiveness of cognitive restructuring to reduce truancy. methods this study uses a design randomized pretest-posttest control group design. this design is an extension of the single – group pretest-posttest design in two ways, plus a control group and subjects chosen at random in each group (purwanto, 2013). the design can be seen in figure 1. figure 1. randomized pretest-posttest control group design population in this study are all of the students at surabaya pharmacy school classes x, xi, xii. sample selection based on recommendations from the teacher and attendance list. and then they are given a truant behavior scale which consists of 35 items with the lowest validity value 0,411 and the highest validity value 0,862 and the reliability are 0,961. after given the truant behavior scale, that it is known the student truant level. then formed counseling groups based on the highest score. one group consist of 6 students as experimental group and control group that also consist of 6 students. the experiment group was given intervention cognitive restructuring technique. the control group was given counseling treatment conventionally. after treatment, we compare between experimental group and control group. data on this study was collected quantitatively, using technique of data analysis non-parametric t-test to find out how behavior truancy are reduced before and after treatment. results and discussion the results of testing cognitive restructuring technique in reducing truancy behavior showed a significance decrease of the truancy. the results of data calculation before and after character building through counseling: the reducement of truancy with cognitive restructuring technique 80 islamic guidance and counseling journal vol. 2, no. 2, pp. 77-82, july 2019 the intervention showed that the technique of cognitive restructuring group of experimental and control groups are presented in table 1. measurement pretest posttest t p m sd m sd experiment (n=6) 98.5 14.19 68.33 10.80 6.664 < 0.05 control (n=6) 105.66 17.65 103.33 16.31 1.453 > 0.05 table 1. results of a pretest and posttest data based on the data presented in table 1, can be seen some difference between pretest and posttest score, posttest scores were lower than the mean pretest score. experimental group experienced a lot of decline in truancy behavior after the intervention (t = 6.664, < 0.05). in the other hand, the control group visible changes score between pretest and posttest results, posttest score lower than the mean pretest score so control group experienced a change in truancy after the intervention, but it much less than the experiment group (t = 1.453, > 0.05). the significantly decrease of truancy is mostly due to the group leader able to change the negative thought into positive thought. as stated by chandra, wibowo, & sunawan (2019) cognitive-restructuring directs the counselee to avoid negative thought and seeds positive thought instead. in other words replacing the wrong perceptions or cognitions into more self-enhancing (cormier & hackney, 2015). the results of the study indicate that cognitive restructuring is effective in reducing truant match with the results of the study erfantinni et al., (2016) which states that cognitive restructuring is effective in reducing academic procrastination. similar findings by fadil et al., (2019) according to the results of his study cognitive restructuring and self-management technique were effective to reduce students' internet addiction. based on the results of the study, it was knowing reliability from cognitive restructuring and found new alternatives to reduce truant behavior in an effort to build student character. this study provides benefits for school counselors to be able to apply cognitive restructuring to reduce truancy behavior. despite of the results of this study, authors have found some shortcomings. this study has a wide purpose to build the character of the student, but only limited to one variable. the other limitations of this study only focus on the cognitive area, even though there are so many factors that play a role in the truancy of students. in this study, the target of behavior is limited just truancy, therefore the next authors can further extend the target behavior (non-adaptive behavior) in order to get better results and to conduct a study with more self-character variables. in the other hand, the effectiveness of the counseling of the cognitive restructuring technique contributes to add new knowledge about the concepts and practices of guidance and counseling, which can be used as a reference by authors in the future. this study is also expected to be able to be a stepping stone to complete various studies that have been done before. this study also provided the school counselors and guidance and counseling teachers a new alternative to build student character, particularly in reducing student truancy. the headmasters of school or the person in charge of the educational sector would have more method to improve the character of the student. conclusions the cognitive restructuring technique in counseling is effective to reduce students’ truant behavior of surabaya pharmacy school. cognitive restructuring technique also help individuals to find the negative perceptions that adverse and replace it with positive perceptions that more effective for the individual. imroatul hayyu erfantinni, roiyan one febriani, dian eka aprilia fitria ningrum, vannisa aviana melinda 81 islamic guidance and counseling journal vol. 2, no. 2, pp. 77-82, july 2019 acknowledgments the authors sincere their appreciations to the headmaster of surabaya pharmacy school, students which involved in the control or experiment group, and everyone who has contribute their time, thought, and energy to help the author finish their research. author contribution statements the authors had participated in the research and approved the final version of the manuscript. references agung, l. s. 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(2019) first publication right : © islamic guidance and counseling journal this article is under: https://doi.org/10.1080/02673843.2018.1503085 https://doi.org/10.1080/15700763.2010.502610 https://doi.org/10.7227/rie.84.1 islamic guidance and counseling journal how to cite: kusumaningtyas, w., aziz q, i., laili, n., & hartati, s. (2019). gestalt-prophetic: the parenting method for early childhood with gadgets addiction. islamic guidance and counseling journal, 2(2). 66-76. https://doi.org/10.25217/igcj.v2i2.391 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj gestalt-prophetic: the parenting method for early childhood with gadgets addiction wahyu kusumaningtyas, ikhwan aziz q, nur laili, sri hartati1 institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia srihartati2191@gmail.com1 article information: received december 31, 2018 revised february 19, 2019 accepted may 6, 2019 keywords: gestalt-prophetic; parenting; gadgets addiction abstract this study was conducted to determine the significance gestalt-prophetic on improving parent awareness on parenting method for early childhood with gadget addiction case. this quasi-experimental study was carried out by involving two groups of parents (n = 74) which divided into two groups, control (n = 38) and experiment (n = 36) group. this study uses the scale of parenting behavior (α = 0.525) referring to the theory proposed by baumrind (2005). t-test was used to determine the significant differences between both control and experiment group. the control and experiment group have significant differences after receiving treatment and the increase of mean showed that g-pro is effective to improve parent awareness on parenting method for early childhood with gadget addiction case. the both educational (t = -2.20, p = < 0.05) and vocational (t = 2.50, p = < 0.05) background showed difference mean and standard deviation. the mean between control and experiment group based on educational background showed the highest difference is senior high school and the lowest is elementary school. then, mean based on the occupational background the highest difference is entrepreneur and the lowest is teacher. introduction family is the smallest unit in the community where members get protection for peace and development of their souls. this function creating consequences for parents which is consisting of husband or father and wife or mother. this is leading the children to think who will later replace the role of their parents (soekanto, 2004). the presence of the family is very important for the psychological development of the child. the family is a primary source in determining the level of intelligence and intellectuality of children, both in terms of moral, ethical, aesthetic, moral, social, and emotionally (hartati, 2017). parenting is the attitude of parents in interacting, guiding, fostering, and educating their children in daily life to make children successful in their life. parenting has a definition that the process of education provided by parents to children through continuous and deep interaction, it aims to provide a picture to children through attitudes and behavior in guiding and directing the development of children, therefore, children can grow into a responsible individual (djamarah, 2014; gunarsa, 2007; jannah, 2012; sunarti, 2004). helmawati said there are four types of parenting that are often applied in the family (helmawati, 2014), those are authoritarian (parent-oriented), permissive (children centered), democratic, and situational parenting. whereas, another finding stated that parents interact through several ways like authoritarian, authoritative, neglectful, and indulgent parenting (king, 2010). every parent certainly tries to give the best for their children. however, https://doi.org/10.25217/igcj.v2i2.391 https://journal.iaimnumetrolampung.ac.id/index.php/igcj mailto:srihartati2191@gmail.com wahyu kusumaningtyas, ikhwan aziz q, nur laili, sri hartati 67 islamic guidance and counseling journal vol. 2, no. 2, pp. 66-76, july 2019 sometimes parents did not realize the parenting method they are doing is actually wrong and has a negative impact on children (anna, 2018). the parents then and now are different. the difference triggered by the presence of external factors like the development of technology which is signed by the existence of various types of gadgets with different brands and featured the latest applications. the difference in parenting affects the behavior of children. for instance, children then who had not familiar with gadgets are enthusiastic to play with other children to establish a social relationship. nowadays, the presence of gadgets, their focus is more to virtual games. furthermore, children's behavior tends to be individualistic, inevitably, the social relationship getting weaken. the issue stated above should be attention to parents. the role of parents in providing open and communicative guidance for children are parents main role, with open and communicative guidance parents can control what children do and sees, this is a form of preventive action to avoid the negative impact of using gadgets (warisyah, 2015). the open and communicative attitude of parents is needed in providing supervision for every activities child does when playing gadgets. in addition, there should be limitations in accessing certain features and the need for particular methods to reduce and avoid children from using gadgets. the negative impact caused by electronic media is not only in adults but also in children. those effects of using the gadget include inhibiting children's emotional intelligence and addiction (santoso & sutanto, 2013). gadgets addiction can affect children's brain development because excessive production of the hormone dopamine disrupts the maturity of the cortex's prefrontal function, which controls emotions, self-control, responsibility, decision making, and other moral values. addiction to gadgets can cause attention-focus and hyperactivity disorders (setianingsih, ardani, & khayati, 2018). a gadget is a tool used by people who have an interest in school, college, and work. however, the fact is that the use of gadgets has become dominant in nowadays children's lives. ironically, gadgets are not foreign items for early childhood, which in fact they are not yet feasible to use. it also starts with parents who are careless of the positive and negative effects of gadgets for children. this often happens around us. for instance, when a mother busy with her work, instead of being able to give her child treatment she gives gadget for her child. however, this kind of routine resulted in a feeling of addiction to children. it seems that children are also able to understand vocabulary very quickly with the use of gadgets such as children easily able to download game applications, moreover able to choose interesting videos on the youtube. based on the results of preliminary observations, two out of ten mothers or parents gave a statement that they were not aware of the impact that children had on the use of gadgets. as mentioned earlier, ep (initial name) considers gadgets to be a friend for children, early childhood should play with their peers, socialize with people around them, explore themselves, and think creatively in addressing problems. this situation has to obtained attention because all the time with electronic equipment means reducing the time face to face with parents and another family member. when we take secondary rules in the children perspective, parents begin to lose power, and the prevailing culture becomes its successor. children will be more vulnerable to external pressure; children tend to rely on someone other than parents to guide them and prefer to adopt other values (borba, 2010). parental guidance and the advisory is needed to avoid negative impacts on the utilization of gadgets. the guidance can be a tool to establish communication between parents and children in order to internalize the use of gadgets (musthafa, 2017). lack of parent awareness on giving parenting to children the importance of early stimulation on early childhood development and the impact that children will receive regarding advanced developments (setianingsih et al., 2018). gestalt-prophetic: the parenting method for early childhood with gadgets addiction 68 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 in response to this issue, there is a need for a guidance and counseling approach, the approach that will be used is gestalt-prophetic (g-pro). this approach is the result of a critical analysis conducted by imas kania rahman on the gestalt approach of frederic perls (rahman, 2018). g-pro is a best practice with the concept and practice of a sufistic approach to counseling and guidance by combining group guidance and individual counseling approaches. this approach integrated into guidance and counseling service for the development phase of adolescents, adults, and the elderly with a variety of psychological problems. particularly related to the inability of individuals to integrate their thoughts, feelings, and behavior because they experience a gap between present and future; the occurrence of conflict between strong positions or top dogs that demand oneself and the state of self-defense, helpless and passive or known as underdogs; experiencing a gap between present and future; escape the reality; there is a conflict between social demands and biological readiness (rahman, 2017). the basic assumption of the gestalt approach about humans, in general, is individuals can overcome their own life problems, particularly if they use awareness of experiences that are being experienced (komalasari, 2014). therefore, in relation to the values contained in the prophetic term illustrates that each individual to raise awareness is needed to increase their faith and piety in accordance with the religion they adhere to. in addition, understanding of religion also proves evidence of gratitude for the nature that god has given to humans (hartati, latipah, & maba, 2018). some studies explained in reducing the negative impact on the gadgets use, indeed the role of the family is needed, particularly father and mother, is immensely important for early childhood. it is important to apply communication patterns or dialogue interactively. in addition, permissive parenting is sought not to be applied in parenting due to will increase the behavior using gadgets. parents are a reflection of their children in behavior (musthafa, 2017; palar, onibala, & oroh, 2018; warisyah, 2015; wijayanti & akbar, 2018; wulandari & ristiawanti, 2018). furthermore, not much study was conducted to investigate gestalt in improving parent awareness on parenting method. for example, trijayanti, nurihsan, & hafina (2019) were the investigation of the effectiveness of gestalt to reduce guilt. the authors have found a study about gestalt for the parent to improve the psychosocial of children (brink, 2009), but this study focused on the children instead of the parent. in the other hand, rahman (2017, 2018) provides the guidelines to conduct the approach and still needed more study to prove the effectiveness and impact of this approach. the author found only one study follow up the guidelines and investigated the impact of g-pro on students' self-awareness (fitriawati, 2019). therefore, in this study authors decided to conduct the follow-up study due to lack of information about the effectiveness of g-pro in solving problems, particularly in improving parent awareness on the method of parenting. authors used the gestalt-prophetic (g-pro) approach as an initial alternative to establishing awareness in early childhood parents. the concept of awareness applied is full awareness, full contact, and full support. these three concepts referred to the nature of consciousness, contact, and support in islam. the first step that needs to be done is to established awareness of parents regarding the parenting method that has been or will be given. remind whether as a parent can be responsible for the problems that have occurred (mistakes on parenting) by applying the concept of awareness in the context here and now as the main focus, thinking about everything that happens will have an impact on future of child development. thus, parents need to obtained guidance as a preventive effort and counseling as a healing action against mistakes in parenting for children. this study main goal of this study is to examine the effectiveness of g-pro to improve parent awareness on parenting method. the hypothesis of this study are as follows; 1) there were differences in parenting between the group treated with gestalt-prophetic (g-pro) and wahyu kusumaningtyas, ikhwan aziz q, nur laili, sri hartati 69 islamic guidance and counseling journal vol. 2, no. 2, pp. 66-76, july 2019 groups that were not treated, 2) parents occupational influences the effectiveness of the g-pro approach in developing parenting for gadget addiction in early childhood, and education background of parents influence the effectiveness of the g-pro approach on establishing parenting in early childhood gadget addiction. methods in this study, the dependent variable is parenting on gadget addiction in early childhood and the independent variable is gestalt-prophetic (g-pro). the treatment is deliberately given to influence the dependent variable. this study was conducted at kindergartens of metro city, lampung, indonesia with the consideration that authors found many issues about early childhood development. the author intends to use gestalt-prophetic (g-pro), which is considered effective to established parenting method. this study uses an experimental method, using random sampling as to selecting study sampling. the study was conducted in july 2018 october 2018. subjects (parents who have early childhood) involved in this study were 74 participants (36 experiment group and 38 control group). this study uses the scale of parenting behavior (α = 0.525) to see the achievement of results by referring to the theory proposed by baumrind (2005). examples of available statements are: "do you give your child the freedom to use gadgets?"; "do you obey your child's requests/wishes to use a gadget even though you think it is the wrong thing or not?". the aspects revealed in parenting are authoritarian, permissive, and authoritative parenting. analysis of this data using the t-test, the independent sample t-test was used to examine the test results in the experimental and control groups. the implementation of the g-pro therapy is carried out in five stages, namely the identification stage, basic services, responsive services and reflection, the integration stage, final stage, and termination. the identification stage the purpose of the identification stage is to recognize the problem of parenting and see the suitability of the problem with the g-pro. in addition, this stage also helps to prepare the equipment that will be used in the implementation of counseling from the beginning to the end. the activities carried out at the identification stage are identification of parenting for gadgets use in children; cross-check the accuracy of identification with participants by extracting information from classroom teachers regarding the impact of parenting on the behavior of children in school; establish the suitability of the problem with the respondent; determine the schedule for the next meeting; prepare the equipment needed. the basic service this stage is the step of strengthening the interaction between each individual in the process of guidance and counseling. in addition, at this stage equip the respondent with a deep awareness so that the counselee realizes the importance of being fully present in the context here and now, always maintaining full contact with self, environment, and god. the activities carried out at this stage are: building participants' sensitivity through inner zones, middle zones, and outer zones; applying the basic of group guidance services using sdbhsm cards; counselors give confrontational statements to participants in all sessions to encourage participants to review feelings, thoughts and daily behaviors in the context here and now; the counselor infers the assessment results; the counselor made an agreement with the respondent for the next meeting. the sdbhsm card as the main equipment of treatment is a two-sided card (side a and b) containing six questions. participants were asked to answer the six questions on the side a then the counselor explored each respondent's answers respectively from number 1 to 6, the counselor confronted the respondent's answers so that the respondent came to full awareness gestalt-prophetic: the parenting method for early childhood with gadgets addiction 70 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 by being given basic guidance service on the nature of human beings. the last session, participants were asked to answer six questions on the same card inside b to find the most essential and deep answers. figure 1. side a of the sdbhsm (rahman, 2018) figure 2. side b of the sdbhsm (rahman, 2018) the responsive and reflective service this stage aims to help participants deal with and resolve problems related to parenting by indicating the uniqueness of important issues. these activities include: the implementation using two strategies, namely group guidance and individual counseling; establish techniques that are consistent with the uniqueness of the parenting problem; counselors need to consider to maintain the confidentiality code of ethics; in each meeting simply use one technique and examine the effectiveness of the technique to consider the use of other techniques at the next meeting in the same problem; counselors and participants achieve full awareness of the dimensions of the inner zone, outer zone, and middle zone when starting each individual session. counselors stated confrontational statements to participants in all sessions to encourage participants to review feelings, thoughts and daily behaviors in the context here wahyu kusumaningtyas, ikhwan aziz q, nur laili, sri hartati 71 islamic guidance and counseling journal vol. 2, no. 2, pp. 66-76, july 2019 and now; the counselor infers the assessment results; the counselor makes an agreement with the respondent for the next meeting. figure 3. the implementation of experimental study with g-pro integration phase this stage aims to integrate the full awareness of the participants with various aspects of life, particularly the daily activities of participants. in addition, this service helps participants to exercise the courage to accept and acknowledge perceived and assertive obstacles by asking other participants for help in responding and giving input on the obstacles they feel and vice versa. final stage and termination this stage aims to release participants from dependence on counselor assistance. this is done by giving reinforcement and confidence about the potential of participants that they are able to build better parenting for their children in preventive and curative actions on the use of gadgets. results and discussion this study was conducted to help establish parenting method in raising a full parents awareness of their responsibilities as the first educator in the family in case of gadget addiction in early childhood with a prophetic gestalt approach. the results showed that there was a significant effect of the g-pro on parenting for gadget addiction in early childhood. control group (n=38) experiment group (n=36) t p n m sd n m sd educational background elementary 6 32.16 2.78 8 34.12 2.74 -2.20 < 0.05 junior high 11 30.27 1.79 14 32.92 2.40 senior high 9 31.33 3.27 12 35.18 2.72 undergraduate 12 32 3.33 2 34 1.41 occupational background teacher 10 32.7 3.12 3 33.66 1.15 2.50 < 0.05 entrepreneur 10 30.3 3.23 7 36 2.30 housewife 10 30.7 1.88 13 33.15 2.40 farmer 8 31.87 2.69 12 33.75 2.52 table 1. result of hypothesis test participants involved in this study were 74 with 36 participants for the experimental group and 38 participants for the control group respectively. the educational and gestalt-prophetic: the parenting method for early childhood with gadgets addiction 72 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 occupational background in the experimental group and the control group have presented in table 1. based on table 1, the control and experiment group have significant differences. the both educational (t = -2.20, p = < 0.05) and vocational (t = 2.50, p = < 0.05) background showed difference mean and standard deviation. which mean the hypothesis 1) there were differences in parenting between the group treated with gestalt-prophetic (g-pro) and the group that was not treated. the mean between control and experiment group based on educational background showed the highest difference is senior high school and the lowest is an elementary school. then, mean based on the occupational background the highest difference is entrepreneur and the lowest is teacher. the education and occupation of parents influence the parenting process. this is in accordance with several statements that the high and low level of education of parents affects their parenting method. in addition, the economic status and occupation of parents greatly have an impact on children (manurung, 1995; santrock, 2014; soekanto, 2004) gestalt-prophetic (g-pro) approach is a reconstruction of perls’s gestalt therapy in which there are various kinds of techniques that can explore themselves in order to understand themselves and their existence. in addition, perls' gestalt theory can also increase awareness and emphasis on self-support or self-responsibility. this is in accordance with the needs of couples of husbands and wives in raising awareness in providing good parenting method for gadgets use in children for their social and physical development. the current parenting method for children is different from then (faisal 2016). we can compare it with how our parents were successful in giving education and care to their children so that children become successful. however, the parenting method currently is more influenced by the globalization which a lot of technological sophistication, particularly gadgets. this is in accordance with santrock statement, factors that influence the method of parenting, namely the existence of cultural changes such as values, norms, and customs that existed in the past and present (santrock, 2014). g-pro proved to have a significant influence in building parenting awareness for gadget addiction in early childhood. this empirical evidence shows that the g-pro approach can be implemented in developing parenting by raising individual awareness that is full of responsibility. the results also prove that parents' awareness in providing parenting for children with gadget addiction is very important. this supports the opinion of desideria and borba stating that some parents in a state of unconsciousness have given gadget to children as an equipment in providing care when parents are busy with personal, family, household, work, and community affairs and parents do not realize that children learn a lot by imitating the situation around them, including imitating their father and mother in using gadgets (borba, 2010; desideria, 2016; palar et al., 2018). velika also mentioned that today's parents often do not understand the dangers that can affect their children from these gadgets, they see the gadget only in terms of practicality (velika, 2015). the dialogue was used in its implementation of individual counseling. participants (parents of early childhood) have the opportunity to experience conflict within themselves. the conflict can be in the form of busy on their duty; lack of knowledge or wrong model. thus, the parents are expected to be able to realize and feel the conflict and be able to accept life. this study also supported the application of interactive communication assistance to children in using gadgets because of this method is certainly necessary to avoid negative impacts on its use (musthafa, 2017; warisyah, 2015). the method of parenting by giving gadgets to children means reducing face to face time of parents and children. this is because the world of children has been controlled by the outside world. the children will be more vulnerable to external pressure and tend to rely on someone than their parents to guide and adopt stranger values. wahyu kusumaningtyas, ikhwan aziz q, nur laili, sri hartati 73 islamic guidance and counseling journal vol. 2, no. 2, pp. 66-76, july 2019 in the parenting stage, the first and second meeting the authors found majority of the respondents were able to instill the concept of full awareness of themselves as god's creatures who have the responsibility to provide education and teaching to children, having awareness of the side effects of using gadgets in long period of time that emerge the symptoms of addiction in children, as well as the importance for parents to obtain information about child development. it is necessary to make changes in establishing parenting method for children, by changing parents principles, namely: 1) learn how to behave properly. some behavioral changes are influenced by biological factors. but behavior change can also begin with habits and learning. although there are some things that cannot be changed, such as the personality and physical character of the child. but we can teach new habits, behaviors, values, and skills to the children can handle their world and overcome other physical problems. 2) individual behavior change requires intervention. children's behavior will not change by itself unless there is interference by their parents. 3) changes are made by giving a more effective response to better results. when you willing to change your child's behavior then you must be able to change yourself first. the parent must be committed to using it. for instance, lower voice when something happened not accordingly and reward their good behavior, become closer physically, explain what you want clearly and directly, and expect properly as what asked. finally, the parent must be able to be consistent. 4) set one change at a time, focus on only one change so you or the child is not overwhelmed by trying it. so, the design of behavior changes can be more specific to eliminate bad behavior. 5) train the children to settle with a new behavioral change. this aims for children to be able to use their former behavior confidently in real life without help. finally, give reinforcement of the right actions for children. the mean between control and experiment group based on educational background showed the highest difference is senior high school and the lowest is an elementary school. it is reasonable if the higher education parents have will increase the effectiveness of the g-pro. otherwise, the mean based on the occupational background the highest difference is entrepreneur and the lowest is teacher. it is also showed that even if someone has a profession as a teacher did not guarantee to have better when have to instill something new in their daily life. based on the findings above, the author provides a solution as an option in providing parenting method for children as well as parents able to distinguish the needs and desires, parents must also be able to pay attention to the security of using gadgets, agree to change, strengthen the rules for using gadgets. parents can have a good influence on children and look for positive activities. many factors support the acceptance of the hypothesis in this study, factors from were excluded from the training material, namely good delivery by counselors and respondents who are easily invited to work together. the respondents were enthusiastic about participating in this activity because it was the first experience for respondents. the results of this study were expected to contribute as evidence based on references of counseling, particularly to establish parenting method. supporting environmental conditions and cooperation from parents, schools, and communities will promote effective parenting for gadget addiction in early childhood. conclusions based on the result of the study, can be concluded that control and experiment group have significant differences after receiving treatment, it means g-pro is effective to improve parent awareness on parenting method for early childhood with gadget addiction case. both educational and vocational are also impact the effectiveness of g-pro in improving parent gestalt-prophetic: the parenting method for early childhood with gadgets addiction 74 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 awareness on parenting method for early childhood with gadget addiction case. the highest impact of g-pro on the educational background is senior high school and the lowest is an elementary school. then, the highest impact of g-pro on the occupational background is entrepreneur and the lowest is teacher. acknowledgments the author expresses their sincere appreciation to the ministry of religion affairs (mora) of the republic of indonesia for research funding 2018. the acknowledgment also extended to everyone who contributed to this study. author contribution statements wk and sh designed the research and the instrument. nl and ia collected the data. wk, ia, nl, and sh conduct the experiment together. wk design the analysis and performed the analysis. all the author wrote the manuscript together and agree with the final version of the manuscript. references anna, l. k. 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(2019) first publication right : © islamic guidance and counseling journal this article is under: https://scholar.google.co.id/scholar?hl=en&q=warisyah,+y.+(2015).+pentingnya+%e2%80%9cpendampingan+dialogis%e2%80%9d+orang+tua+dalam+penggunaan+gadget+pada+anak+usia+dini.+prosiding+seminar+nasional+pendidikan.+inovasi+pembelajaran+untuk+pendidikan+berkemajuan,+fkip+universitas+muhammadiyah+ponorogo.&as_sdt=0 https://doi.org/10.21067/jip.v8i1.2246 http://e-journal.akbid-purworejo.ac.id/index.php/jkk17/article/view/226/157 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: bukhori, b., ma’arif, s., panatik, s. a. binti, siaputra, i. b., & afghani, a. a. a. (2022). a study on muslim university students in indonesia: the mediating role of resilience in the effects of religiousity, social support, self-efficacy on subjective well-being. islamic guidance and counseling journal, 5(2). https://doi.org/10.25217/igcj.v5i2.2972 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung a study on muslim university students in indonesia: the mediating role of resilience in the effects of religiosity, social support, self-efficacy on subjective well-being baidi bukhori*1, syamsul ma'arif1, siti aisyah binti panatik2 ide bagus siaputra3, abdullah azzam al afghani1 1 universitas islam negeri walisongo semarang, indonesia 2 universiti teknologi malaysia, malaysia 3 universitas surabaya, indonesia baidi_bukhori@walisongo.ac.id* article information: received august 27, 2022 revised october 13, 2022 accepted december 13, 2022 keywords: religiosity; resilience; self-efficacy; social support; subjective well-being abstract subjective well-being is an essential aspect of mental health in both religious and non-religious communities. globally, the majority of prior studies on the relationship between religiosity and subjective well-being have been conducted on english-speaking, western, and christian populations. this large-scale study is expected to complement and balance previous research by detailing the important role of resilience as a mediator in the relationship between religiosity, social support, and selfefficacy on subjective well-being based on a sample of indonesians, the world’s largest muslim population. the data collection used adaptations of standardized scales, namely the positive and negative affect schedule (panas) and satisfaction with life scale (swls) to measure subjective well-being, the resilience evaluation scale (res) for resiliency, the centrality of religiosity scale (crs) for religiosity, the multidimensional scale of perceived social support (mspss) for social support, and the general self-efficacy scale (gses) for self-efficacy. the responses were obtained from a convenience sample of 1,640 muslim undergraduate students. this study’s findings suggest that self-efficacy, social support, and religiosity influence resilience. subjective well-being is directly affected by religion, social support, self-efficacy, and resilience. the association between self-efficacy, social support, self-religion, and subjective well-being is mediated by resilience. resilience partially mediates the relationship between religiosity, social support, and selfefficacy with subjective well-being. this research has practical implications for the practice of islamic guidance and counseling, notably the use of religion to build resilience, for instance, through a more positive reading of difficulties as god’s gift for personal growth. introduction a large-scale study by borualago and casas (2021) on 14,576 fourthand sixth-grade elementary school students in west java reported that children concerned about their family’s financial position tended to claim low subjective well-being. however, the researchers also reported that many of the students were happy despite not wearing proper clothes or shoes. https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v5i2.2972 mailto:baidi_bukhori@walisongo.ac.id https://orcid.org/0000-0002-1798-5235 https://orcid.org/0000-0002-4105-4262 https://orcid.org/0000-0002-6500-1608 https://orcid.org/0000-0003-1190-5297 https://orcid.org/0000-0002-1398-3486 bukhori, b., ma’arif, s., panatik, s. a. binti, siaputra, i. b., & afghani, a. a. a. 153 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 differences in the meaning of similar life experiences experienced by different individuals arise due to each individual’s subjective well-being. diener (ng et al., 2021) ranks among those who have sought to promote scientific studies on this subject and equated subjective well-being with happiness. this study seeks to further develop and introduce a new wave in measurement and research on happiness (oman, 2021). diener and suh (1997) stated that satisfied and happy individuals are said to have high subjective well-being. diener (1984) also outlined three important points in subjective wellbeing. first, evaluation is conducted affectively (feelings) and cognitively (evaluation of life satisfaction). second, evaluation is carried out subjectively, depending on individual judgment. third, affective evaluation measures the absence of negative affect and the presence of positive affect. a survey by peltzer et al. (2017) of 4,675 students from 6 asean (association of south east asian nations) member countries found that 6.9% of the 231 indonesian students who participated claimed to have had suicidal intentions (the lowest among the six countries, namely 11.7%), while 3% of the students claimed to have attempted suicide (above the average of the six countries, namely 2.4%). this demonstrated that some of the students had low subjective well-being and wanted to end their lives. regarding depression in indonesian students, tuasikal and retnowati (2019) reported that 60 out of 113 students who admitted to experiencing depression could be categorized as experiencing moderate to severe depression. meanwhile, apande et al. (2021) found that 51.1% of 47 final-year students who claimed to experience stress during the pandemic were classified as experiencing moderate to severe stress. students with low subjective well-being will have difficulty fulfilling their roles as students. they will also find it difficult to manage emotions. according to lazić et al. (2021), individuals with low subjective well-being will find it difficult to regulate emotions; students with low subjective well-being will therefore fall into negative behavior. a factor that influences subjective well-being is religiosity, which is a condition within an individual that motivates him to behave and act in line with the teachings of his religion (bukhori et al., 2017). the positive impact of religiosity on individual well-being has been reported to apply equally to muslim and non-muslim student groups (lianda & himawan, 2022). this finding supports the idea of religion’s universal and adaptive role for individuals who experience stress or face social stigma. previous research has reported that the correlation pattern between religiosity and subjective well-being is complex and may vary depending on the measurement method used and the demographic profile of the participants (abdel–khalek & lester, 2018; yeniaras & akarsu, 2017). while some studies have reported negative or no correlations (lewis, 2002; nicholas, 2020; o’connor et al., 2003), others have warned that the correlation pattern is nonlinear or quadratic (mochon et al., 2011) and can vary across dimensions (yeniaras & akarsu, 2017). in line with this, daulay et al. (2022) reported that religiosity can impact individual wellbeing. another factor that affects subjective well-being is social support. the social support that individuals receive can ease the burden of the problems they face and can help them to manage their emotions to improve their subjective well-being (kristofora & hendriati, 2021). social support comes from three sources: friends, family, and significant others (zimet et al., 1988). many studies have found a positive relationship between social support and subjective wellbeing (assingkily & sit, 2020; hasibuan et al., 2018; koamesah et al., 2022; maslihah, 2017). in line with these findings, komarudin et al. (2022) reported a positive correlation between social support and happiness. arikhah et al. (2022) showed that social support is an important component in generating gratitude and plays a key role in determining the extent to which a person feels whole and happy (well-being). this indicates that positive and mutually a study on muslim university students in indonesia: the mediating role of resilience in the effects of religiousity, social support, self-efficacy on subjective well-being 154 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 supportive social relations are a source of gratitude, encouraging a person to maintain goodness. nurmalita et al. (2021) reported that the positive contribution of subjective well-being to student engagement could increase to more than 45% if accompanied by high social support and selfefficacy. self-efficacy, or an individual’s belief in their ability to complete certain tasks, strongly predicts individual subjective well-being (agustin & afriyeni, 2016). research by mudzkiyyah (2022) also revealed that peer attachment and academic self-efficacy significantly influence well-being. many studies have confirmed a positive correlation between self-efficacy and subjective well-being (agustin & afriyeni, 2016; alfinuha & nuqul, 2017; santos et al., 2014). a meta-analysis also revealed that self-efficacy is positively correlated with resilience (utami, 2017). another factor that affects subjective well-being is resilience, which is an individual’s ability, mentally or emotionally, to overcome problems and pressures and thus return to their initial state from before the problem befell them (de terte & stephens, 2014). saputro and nashori (2017) stated that resilience is a protective factor that can safeguard individuals’ subjective well-being. research by sagone and caroli (2013) and turner et al. (2017) demonstrated that while the correlation pattern between subjective well-being and resilience varies, they are significantly positively correlated. in addition to its role in influencing subjective well-being, resilience is in turn affected by variables related to subjective well-being, including religiosity (pargament & cumming, 2002; prasetyo, 2016). this is reinforced by the results of research by rofatina, et al. (2016) and schwalm et al. (2022) showing that religiosity is positively correlated with resilience. religiosity gives individuals hope when faced with various life problems and challenges. resilience is closely related to social support. with social support, individuals will feel comfortable increasing their positive attitude toward themselves. in addition, with social support, a person will be able to adjust well when facing problems (maisyarah, 2015). social support also increases the ability to adapt to new conditions (zhang et al., 2021). research by bukhori et al. (2017), furqoni and mufidah (2019), and koamesah et al. (2022) confirmed the positive correlation between social support and resilience. resilience is also influenced by self-efficacy. sagone and caroli (2014) explained that resilience positively correlates with self-efficacy. adolescents with high self-efficacy tend to think they can solve problems, making them more resilient. this was later reinforced by kuang et al. (2021) and tsibidaki (2021), who showed that people with high resilience also tend to have high self-efficacy. selian et al. (2022) supported the statement that an individual’s belief that they are capable (self-efficacy) can encourage them to rise from adversity and trauma (become resilient). in addition, a meta-analysis by utami (2017) showed that self-efficacy positively correlates with resilience. aside from self-efficacy being an independent variable, mufidah (2017) showed that self-efficacy is a mediating variable in the relationship between social support and resilience. based on the description above, it can be understood that variations in subjective wellbeing can be caused by variations in the strength of religiosity, social support, and self-efficacy. in addition, the level of variation in resilience affects variations in subjective well-being. alongside its pure influence, resilience mediates the influence of religiosity, social support, and self-efficacy on subjective well-being. this means that religiosity and social support affect subjective well-being through resilience, either directly or indirectly. the rationale of current study the provision of psychological services, including guidance and counseling, requires attention to the client’s religiosity. in their research on arab muslim groups, abdel-khalek and lesler (2018) reported much empirical evidence that serves as counterbalancing information bukhori, b., ma’arif, s., panatik, s. a. binti, siaputra, i. b., & afghani, a. a. a. 155 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 about the relationship between religiosity and subjective well-being, studies on which are generally conducted among english-speaking, christian, anglo-saxon, and western groups. the research confirmed the important role that religiosity plays in individuals’ subjective wellbeing, including in arab samples that are predominantly muslim. the research confirmed that islamic beliefs and practices make many positive contributions when integrated into the psychotherapy process for muslim students. this research aims to follow up on this by conducting a large-scale study (more than 1,000 participants) on a sample from indonesia as the country with the world’s largest muslim population. this research seeks to overcome the shortcomings of previous studies. it has advantages in terms of the completeness of the variables used (social support, self-efficacy, and resilience). in terms of data analysis, this study continues previous good practices that involve technical mediator analysis in testing the relationship between variables (galindo-domínguez et al., 2020; sarrionandia et al., 2018). most prior studies examining subjective well-being sought only to determine the existence of a direct effect of the independent variable on the dependent variable (subjective well-being) and did not test many indirect effects, for example, through other variables that can function as mediator variables (de terte & stephens, 2014; saputro & nashori, 2017; turner et al., 2017). this study, in contrast, aims to simultaneously test the direct and indirect effects of each variable. therefore, the researcher intends to simultaneously examine the effect of religiosity, social support, and self-efficacy on students’ subjective well-being behavior directly or indirectly (through resilience). while resilience, religiosity, and self-efficacy represent internal. factors, social support represents the external factors that affect students’ subjective well-being. in indonesia, few studies have examined resilience as a mediator of well-being. in addition, the independent variables have not been tested simultaneously. previous research also generally only examined the role or direct effect of one independent variable, for example, assertiveness (putri, 2016), problematic internet use (putri & wahyudi, 2022), or academic resilience (alawiyah & purnamaningsih, 2021) on subjective well-being. as such, relatively few studies have examined the indirect effect of a variable on subjective well-being through other variables (for example, by treating them as mediators). prior studies have rarely examined the role of resilience as a mediator in the relationship between the many predictors of students’ subjective well-being. other mediators have been used, however; for example, adaptive coping (tiyas & utami, 2021) or internet addiction (alawiyah & purnamaningsih, 2021). hypotheses the hypotheses proposed in this study include: 1) religiosity positively affects subjective well-being. resilience mediates the relationship between religiosity and subjective well-being; 2) social support has a positive effect on subjective well-being. resilience mediates the relationship between social support and subjective well-being; 3) self-efficacy positively affects subjective well-being. resilience mediates the relationship between self-efficacy and subjective well-being. methods research design this study is quantitative research, with the main focus being subjective well-being, which is also the dependent variable, while the independent variables are religiosity, social support, and self-efficacy. the relationship between the independent and dependent variables is mediated by resilience, which also functions as the dependent variable for the three independent variables and simultaneously as the independent variable for subjective well-being. a study on muslim university students in indonesia: the mediating role of resilience in the effects of religiousity, social support, self-efficacy on subjective well-being 156 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 population and sample size the population in this study comprised muslim students throughout indonesia. the criteria for selecting subjects as research samples were first-semester students to thirteen semesters, aged between 18 and 25 years. sampling consisted of non-random techniques in the form of convenience sampling. this technique was chosen as the research was conducted during the covid-19 pandemic and the territory of indonesia is so large that it was difficult to select samples using probability sampling. the sampling steps were as follows: the researchers distributed the research scale using google forms to colleagues throughout indonesia, either directly or through social media. from this step, 1,763 respondents were obtained. filtering for subjects aged between 18 and 28 years resulted in 1,640 eligible respondents who were muslim. this age range was chosen because most students are at least 18 years old and seven years is the maximum duration of an undergraduate degree. instrument and measure the psychological scale method was used for the data collection in this study. the respondents were asked to complete several scales based on their actual condition. a total of five scales were used in this study: a subjective well-being scale, resilience scale, religiosity scale, social support scale, and self-efficacy scale. these were adapted from english scales and were thus translated. the steps taken during the translation process included (1) forward translation, (2) synthesis translation, (3) back translation, (4) expert judgment, and (5) readability test (beaton et al., 2000; hernández et al., 2020). subjective well-being scale subjective well-being in this study was measured using the positive and negative affect schedule (panas) and the satisfaction with life scale (swls). with subjective well-being measurement tools, each dimension can be treated as a separate construct (akhtar, 2019). however, certain studies have suggested treating subjective well-being as a unidimensional construct (lazić et al., 2021). this study measured subjective well-being by combining the affective dimension (positive and negative) and the cognitive dimension (life satisfaction). the researcher also opted to combine the standardized scores (z scores) from panas and swls to obtain a more complete picture while maintaining simplicity. the panas scale was developed by watson et al. (1988) and translated into bahasa indonesia by akhtar (2019) to measure the positive and negative effects on individuals. it consists of 20 items, ten for measuring the positive effect and ten for measuring the negative effect. the items comprised a single adjective to describe the subject’s feelings and were rated on a 5-point scale (1 = seldom, 5 = almost always). in this study, the panas scale has a reliability of .87, which is categorized as high reliability (α > .8). the items on the panas scale have a discrimination power that moves from .13 to .60, meaning they are generally categorized as items with high discrimination power (rix > .3). items on the panas scale include “interested”; “ashamed.” the swls was developed by diener et al. (1985) and translated into indonesian by akhtar (2019) to measure life satisfaction. this scale consists of five items in the form of statements describing an individual’s life assessment. items were rated on a 5-point scale (1 = very unsuitable, 5 = very suitable) and include “i am satisfied with my life”; “the conditions of my life are excellent.” the items in this measurement instrument have a discrimination power of between .35 and .61; on average, this falls within the category of items with high discrimination power (rix > .3). meanwhile, the instrument can be deemed reliable, with a coefficient of .74. bukhori, b., ma’arif, s., panatik, s. a. binti, siaputra, i. b., & afghani, a. a. a. 157 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 religiosity scale religiosity in this study was measured using the centrality of religiosity scale (crs) (huber & huber, 2012), which measures religiosity as a combination of the dimensions of experience, ideology, intellect, private practice, and public practice. the scale consists of 16 items, with each dimension consisting of three items and one further item added as a condition that the instrument can be used to measure the religiosity of different religions. the items on this scale were rated on a 5-point scale (1 = not at all, 5 = very often). items on the religiosity scale read “how often do you think about religious issues?”; “how often do you pray spontaneously when inspired by daily situations?” the items on this measuring instrument have a discrimination power of between .20 and .63, which, on average, falls within the category of items with high discrimination power (rix > .3). one item had a discrimination power below .25 and was therefore eliminated. meanwhile, this measuring instrument is reliable with a coefficient of .83, which is included in the highreliability category (α > .8); it can thus be concluded that it has good psychometric properties. social support scale social support in this study was measured using the multidimensional scale of perceived social support (mspss) compiled by zimet et al. (1988). mspss was developed to provide subjective assessments of social support from friends, family, and significant others and consists of 24 items rated using a 7-point scale (1 = strongly disagree, 7 = strongly agree). this instrument’s items have a discrimination power that varies between .51 and .69, and all items are classified as items with high discrimination power (rix > .3). meanwhile, the instrument has reliability with a coefficient of .90, which is included in the very high-reliability category (α > .9); it therefore has good psychometric properties. items on the mspss scale read, among others, “my family really tries to help me”; “i have friends with whom i can share my joys and sorrows.” self-efficacy scale self-efficacy was measured using the general self-efficacy scale (gses) developed by schwarzer and jerusalem (1995) and translated into indonesian by novrianto et al., (2019). the scale consists of ten items rated on a 4-point scale (1 = very unsuitable, 4 = very suitable). the items on this measuring instrument have a discrimination power of between .43 and .67, with all items categorized as having high discrimination power (rix > .3). meanwhile, this measuring instrument is reliable with a coefficient of .87, which falls within the high-reliability category (α > .8); it can thus be concluded that it has good psychometric properties. items on the self-efficacy scale (gses) read, among others, “i can always manage to solve problems if i try hard enough”; “if i am in trouble, i can usually think of a solution.” resilience scale resilience was measured using the resilience evaluation scale (res) developed by van der meer et al. (2018). the scale consists of nine items with a 5-point rating (0 = strongly disagree, 4 = strongly agree). the items in this instrument have a discrimination power that ranges between .59 and .73, and all items are classified as having high discrimination power (rix > .3). meanwhile, the measuring instrument has reliability with a coefficient of .89, which is included in the high-reliability category (α > .8); it can thus be deemed to have good psychometric properties. the items on the res include, among others, “i have confidence in myself”; “i believe in myself.” a study on muslim university students in indonesia: the mediating role of resilience in the effects of religiousity, social support, self-efficacy on subjective well-being 158 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 research procedure the research procedure comprised several stages, including research preparation, implementation, and data processing. in the first stage, the researchers prepared the measuring instruments; these included the subjective well-being measuring instrument adapted from the panas and swls, the religiosity measuring instrument adapted from the crs, a social support measurement tool using mspss, a self-efficacy scale using the gses, and resilience table 1. respondent demographic data respondent demographics n percentage gender male female 292 1348 17.8 % 82.2 % age (years) 18-20 21-23 24-25 1212 389 39 73.9 % 23.7 % 2.4 % campus type religion general 1265 375 77.1 % 22.9 % campus status state private 1255 385 76.5 % 23.5 % major social science 1220 420 74.4 % 25.6 % semester 1-2 3-4 5-6 7-8 >8 420 432 522 164 102 25.6 % 26.3 % 31.8 % 10.0 % 6.2 % domicile village small town big city 623 441 576 38.0 % 26.9 % 35.1 % type of residence boarding house boarding school house 167 200 1273 10.2 % 12.2 % 77.6 % province of domicile central java east java west java south sulawesi lampung south sumatra riau di yogyakarta banten dki jakarta aceh bangka belitung north sumatra west sumatra southeast sulawesi others 863 176 108 80 69 67 46 42 31 27 17 17 17 11 10 59 52.6% 10.7% 6.6% 4.9% 4.2% 4.1% 2.8% 2.6% 1.9% 1.6% 1.0% 1.0% 1.0% 0.7% 0.6% 3.6% bukhori, b., ma’arif, s., panatik, s. a. binti, siaputra, i. b., & afghani, a. a. a. 159 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 measurement using the res. permission was obtained to use every instrument, and all have been translated into indonesian. furthermore, the research team requested permission to collect data in accordance with research ethics and received ethical approval from the medical and health research ethics committee (mhrec), faculty of medicine, public health and nursing universitas gadjah mada – dr. sardjito general hospital with number ke/fk/1293/ec/2021. for the second stage, the researcher commenced the study during the period december 5, 2021, to january 17, 2022, by distributing questionnaires online to students via google forms. each student participating in the study received the five research scales and a demographic data questionnaire. the researcher had previously requested the students’ consent to participate in the study voluntarily by signing a consent form. the collected data were then taken forward to the third stage of the research, which was data processing. here, the data were downloaded and cleaned using microsoft excel 365 software, after which they were analyzed using spss version 23.0 for windows. data analysis this study used the path analysis statistical method to analyze the data (pedhazur, 1982). this technique was chosen to determine whether the independent variable exerted a direct influence on the dependent variable. it was also used to determine whether any intervening variables exerted an indirect effect. these, namely the intermediate variables, mediate the relationship between the independent and dependent variables. results and discussion results the subjects in this study totaled 1,640 people drawn from 31 provinces in indonesia. the subjects consisted of 292 men and 1,348 women. they ranged from 18 to 25 years old, with the majority being in the 18–20 age bracket. in terms of the campus type, 1,265 students were from a religion campus and 375 students from a general campus. the full demographic data for the research participants can be seen in table 1. table 2. pathway regression analysis a path est std. err p(>|z|) ci. lower ci.upper std.all religiosity (a11) .138 .016 < .001 .104 .170 .172 social support (a12) .077 .009 < .001 .060 .095 .177 self-efficacy (a13) .724 .026 < .001 .675 .775 .566 note: dependent variable = resilience table 3. pathway regression analysis b and c pathway est std.err p(>|z|) ci.lower ci.upper std.all resilience (b11) .092 .01 < .001 .072 .112 .271 religiosity (c11) .014 .006 .026 .002 .026 .051 social support (c12) .043 .003 < .001 .036 .05 .293 self-efficacy (c13) .075 .013 < .001 .049 .1 .173 note: dependent variable = subjective well-being table 4. indirect effect of independent variables on the dependent variable est std.err p(>|z|) ci. lower ci. upper std. all religiosity .013 .002 < .001 .009 .017 .047 social support .007 .001 < .001 .005 .009 .048 self-efficacy .065 .008 < .001 .051 .082 .154 a study on muslim university students in indonesia: the mediating role of resilience in the effects of religiousity, social support, self-efficacy on subjective well-being 160 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 path analysis with the help of r software was used to analyze the data in this study. path analysis is an extended regression model used to test two or more causal models (garson, 2008). in this study, path analysis tested the effect of an intervening or mediating variable, namely the resilience variable. the results were then used to compare whether the influence of the direct or indirect effect was greater; from this, it was possible to determine whether mediation strengthens or weakens the influence of the independent variable on the dependent variable (ghozali, 2018). mediator analysis was conducted in line with the analysis proposed by baron & kenny (1986). path analysis with the help of r software, were used to analyze the data in this study. path analysis is an extended regression model used to test two or more causal models (garson, 2008). in this study, path analysis tested the effect of an intervening or mediating variable, namely the resilience variable. the results were then used to compare whether the influence of the direct or indirect effect was greater; from this, it was possible to determine whether mediation strengthens or weakens the influence of the independent variable on the dependent variable (ghozali, 2018). mediator analysis was conducted in line with the analysis proposed by baron & kenny (1986). table 2, namely the role of religiosity, social support, and self-efficacy on resilience, shows significance values of less than .001. therefore, it can be concluded that religiosity, social support, and self-efficacy play a role in increasing resilience with standardized coefficients of .172, .177, and .566, respectively. furthermore, the effect of resilience on subjective well-being (path b) is summarized in table 3. it shows that resilience plays a significant role in improving subjective well-being with a coefficient of .271 (p < .01). the direct effect of each independent variable on the dependent variable can also be seen in table 3. the direct effect is the effect of each independent variable (religiosity, social support, and self-efficacy) on the dependent variable (subjective well-being) without going through the mediator variable (resilience). in mediation analysis, this path is denoted by path c’. it can be seen in the table that religiosity plays a role in improving subjective well-being significantly, with a coefficient of .051 (p < .05). social support is proven to improve subjective well-being with a coefficient of .293 (p < .01). self-efficacy is also proven to improve subjective well-being with a coefficient of .173 (p < .01). to test the hypothesis regarding the role of resilience as a mediator, it is also necessary to determine the indirect effect of each independent variable on the dependent variable through figure 1. mediation diagram of all variables bukhori, b., ma’arif, s., panatik, s. a. binti, siaputra, i. b., & afghani, a. a. a. 161 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 the mediator variable. the role of the indirect effects of independent variables on dependent variable can be seen in table 4. meanwhile, the overall mediation analysis results can be seen in figure 1. figure 2. the direct and indirect role of religiosity on subjective well-being figure 3. the direct and indirect role of social support on subjective well-being figure 4. the direct and indirect role of self-efficacy on subjective well-being a study on muslim university students in indonesia: the mediating role of resilience in the effects of religiousity, social support, self-efficacy on subjective well-being 162 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 the results showed that social support indirectly affects subjective well-being through the intermediary of resilience with a standardized coefficient of .048 (p < .01). social support is thus proven to improve subjective well-being through the intermediary of resilience. social support is also proven to directly affect subjective well-being with a standardized coefficient of .293 (p < .01). these results indicate that resilience partially mediates the relationship between social support and subjective well-being. the results showed that self-efficacy indirectly affects subjective well-being through the intermediary of resilience with a standardized coefficient of .154 (p < .01). self-efficacy is therefore proven to improve subjective well-being through the intermediary of resilience. meanwhile, self-efficacy is also proven to directly affect improving subjective well-being with a standardized coefficient of .173 (p < .01). these results indicate that resilience partially mediates the relationship between self-efficacy and subjective well-being. discussion the results of the data analysis show that religiosity, social support, and self-efficacy have a direct effect on resilience. the influence of religiosity on resilience is in line with the results of previous research. javanmard (2013) showed that religiosity has a positive relationship with resilience. essentially, religiosity fosters beliefs and hopes that can assist in emotional recovery (fatone et al., 2007). religiosity also provides guidelines for coping with life pressures, thereby increasing resilience (vahia et al., 2011). moreover, religiosity can help individuals to maintain their mental health when faced with a problem (al eid et al., 2020). besides the influence of religiosity, resilience is also influenced by social support. social support can assist in strengthening individuals’ resilience by reducing the negative impact of stressors (jiang et al., 2022; wu et al., 2018) and helping people avoid negative emotions (lin et al., 2020). social support also helps in strengthening individuals’ resilience by bolstering their mental health (y. huang et al., 2020; kong et al., 2021; zhao et al., 2022) and reducing the risk of depression (höltge et al., 2022). in addition, social support helps individuals to increase their sense of responsibility for regulating healthy behaviors, thereby increasing resilience and leading to better mental health (jiang et al., 2022). this study also found that self-efficacy influences resilience. this finding is in line with research by utami and helmi (2017) and mufidah (2017), who showed that self-efficacy is positively correlated with resilience. self-efficacy helps individuals develop complex responses for dealing with difficult situations, thereby enhancing their resilience (hamill, 2003). higher self-efficacy enables students to have confidence in themselves in terms of their intellectual capacity, leading to greater academic resilience (martin & marsh, 2006). the results of the analysis show that religiosity, social support, and self-efficacy have a direct effect on subjective well-being. the finding concerning the influence of social support on subjective well-being aligns with huang et al. (2021), who reported a positive relationship between social support and subjective well-being. research by putri (2016) also showed that social support is related to subjective well-being in early adolescents. the study revealed that social support was an appropriate variable to mediate subjective well-being. maslihah (2017) identified the influence of social support, especially from parents, peers, and officers of special children’s development institutions, on subjective well-being. this finding was further corroborated by shaleh et al. (2020), who reported that subjective wellbeing is influenced by social support from family, peers, superiors, and other significant others. social support in the form of advice to solve problems or concrete actions to help individuals is also related to individuals’ level of subjective well-being (jayanti & setiasih, 2018). the influence of social support on subjective well-being could be due to the social interactions that occur within it. social closeness with family and friends can increase the happiness and life satisfaction aspects of subjective well-being, while negative interactions can bukhori, b., ma’arif, s., panatik, s. a. binti, siaputra, i. b., & afghani, a. a. a. 163 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 reduce happiness (nguyen et al., 2016). social support can also help to reduce anxiety in individuals when they experience problems (huang et al., 2021) and reduce negative affect (siedlecki et al., 2014), thus helping them to maintain their subjective well-being in difficult circumstances. moreover, perceived social support positively influences individuals’ general well-being and mental health (cobo-rendón et al., 2020). the direct effect of self-efficacy on subjective well-being is in line with the results of previous studies. santos et al. (2014), alfinuha and nuqul (2017), salehi et al. (2016), and tamannaeifar and motaghedifard (2014) showed that self-efficacy affects subjective wellbeing. self-efficacy helps regulate negative emotions, which is an important factor in subjective well-being (cattelino et al., 2021). furthermore, individuals with high self-efficacy tend to use positive coping strategies to overcome stress, which contributes to subjective well-being (chudzicka-czupała & zalewska-łunkiewicz, 2020). moreover, self-efficacy can contribute to subjective well-being through positive attitudes toward self, life, and the future (cattelino et al., 2021). it can thus be said that self-efficacy increases individuals’ subjective well-being. resilience directly influences subjective well-being. research by turner et al. (2017) reported a positive relationship between resilience and subjective well-being. as a characteristic of a positive personality, resilience can increase individuals’ adaptability and help them overcome negative emotions that arise (losoi et al., 2013). this ability serves as a protective factor toward students’ subjective well-being (saputro & nashori, 2017). in addition to directly influencing subjective well-being, religiosity, social support, and self-efficacy, resilience indirectly influences subjective well-being as a mediator. this means that resilience partially mediates the relationship between religiosity, social support, and selfefficacy with subjective well-being. resilience is sufficiently strong as a mediator in the relationship between religiosity, social support, and self-efficacy with subjective well-being. however, the direct effect of social support and self-efficacy was smaller than the indirect effect of social support and self-efficacy mediated by resilience. similar to social support and self-efficacy, which directly influence subjective well-being, religiosity directly influences subjective well-being. this finding echoes those reported by abdel-khalek and lesler (2018), who showed that religiosity positively correlates with subjective well-being. this explains that religion is a fundamental aspect that can interact with basic human processes such as subjective well-being. this study explains that resilience can mediate the relationship between social support, self-efficacy, and religiosity with subjective well-being. yildirim and tanrýverdi (2020) demonstrated in their study that resilience can mediate the relationship between social support and subjective well-being in turkish students, which corresponds with the results of this study. students in indonesia also derive social support from family, friends, and people with whom they are close. the role of resilience as a mediator in the relationship between self-efficacy and subjective well-being is in line with previous research that has reported on the relationship between resilience and self-efficacy (sagone & caroli, 2013). individuals with high selfefficacy tend to be more resilient and feel more comfortable with problem-solving. this in turn increases their subjective well-being. the role of resilience as a mediator in the relationship between religiosity and subjective well-being is in line with previous research that reported high subjective well-being in religious individuals (lianda & himawan, 2022). resilience enables religious individuals to foster a more positive interpretation of problems and believe in god’s intervention in life, thereby increasing subjective well-being. in other words, religious individuals have more reasons to survive and bounce back when facing problems (dolcos et al., 2021). the research results show that resilience partially mediates the relationship between religiosity, social support, and self-efficacy on subjective well-being. this means that a study on muslim university students in indonesia: the mediating role of resilience in the effects of religiousity, social support, self-efficacy on subjective well-being 164 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 religiosity, social support, and self-efficacy have a sufficiently strong relationship with subjective well-being regardless of whether resilience acts as a mediator. however, resilience is also a strong mediator and thus facilitates the relationship between religiosity, social support, and self-efficacy on subjective well-being. this study’s limitations include the similarity of the participant profiles, especially concerning their religious background and islamic-affiliated educational institutions. this is thought to be the main contributor to the low positive correlation between religiosity and resilience, which stems from the highly positive assessment of the role of religion among the muslim student participants. another limitation concerns the multidimensionality of the research variables. while multiple dimensions offer a more complete and diverse meaning, in this study, the diversity is simplified by the use of a combined score between aspects or dimensions. although this can be considered detrimental as it prevents a more specific view of the relationship between the variables, it was also considered essential to avoid excessive complexity in interpreting the research results. it is recommended that future researchers planning to conduct a more in-depth study analyze the data separately and gradually by maintaining alignment with the measurement model for each tool used. additionally, more complex and in-depth studies would likely be more appropriate to present in journals oriented to psychological measurement and not in this journal, which is focused more on the development of new understanding for improving islamic guidance and counseling services. implications these results have important implications for understanding how resilience helps explain how religiosity, social support, and self-efficacy are related to subjective well-being. for resilience to play a bigger role, it needs to be strengthened through islamic guidance and counseling. this study has real-world implications for islamic guidance and counseling, especially when it comes to using religion to build resilience, such as by seeing problems more positively as god's gift for personal growth. limitations and future direction most of the participants have similar backgrounds, including religion and islam-affiliated schools. this is why religiosity and resilience aren't strongly linked. muslim students in the study had a positive view of religion's role. multidimensionality is another limitation. multiple dimensions provide a more complete and diverse meaning, but this study simplifies diversity by combining scores. although this prevents a more specific view of the variables' relationship, it was necessary to avoid excessive complexity in interpreting the research results. future researchers planning an in-depth study should analyse data separately and incrementally, aligning with each tool's measurement model. sophisticated and in-depth studies are more appropriate for psychological measurement journals than this one, which focuses on improving islamic guidance and counseling services. conclusion the relationship between religiosity, social support, and self-efficacy with subjective well-being is partially mediated by resilience. it is necessary to increase one's level of resilience through the practise of islamic guidance and counseling in order for resilience to play a greater role in society. this is doable due to the fact that religion is a tool that can be used to build resilience through a more positive reinterpretation of adversity as a gift from god for one's own personal development. bukhori, b., ma’arif, s., panatik, s. a. binti, siaputra, i. b., & afghani, a. a. a. 165 islamic guidance and counseling journal vol. 5, no. 2, pp. 152-171, 2022 acknowlegment the writing team is grateful for the constructive comments and feedback from the editor, associate editor, and three anonymous reviewers. the writing team also thanks amanda meuthia ramadhanty of anima writing studio for tirelessly compiling the revision files to produce a more comprehensible, improved manuscript. author contribution statement bb, sm, abp, ibs contributed to the study conception and design. material preparation and data collection were performed by bb, ibs. data analysis was performed by bb, ibs, aaa. the first draft of the manuscript was written by bb, sm, abp. writing-reviewing and editing by bb, ibs. all authors commented and provided critical feedback. references abdel–khalek, a. m., & lester, d. 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(1988). the multidimensional scale of perceived social support. journal of personality assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2 copyright holder : © bukhori, b., ma’arif, s., panatik, s. a. binti, siaputra, i. b., & afghani, a. a. a. first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1007/s10902-016-9803-4 https://doi.org/10.47602/jpsp.v5i2.229 https://doi.org/10.1016/j.jad.2021.02.040 https://doi.org/10.1016/j.jad.2022.04.034 https://doi.org/10.1207/s15327752jpa5201_2 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: zuhdiyah, z., darmayanti, k. k. h., & khodijah, n. (2023). the significance of religious tolerance for university students: its influence on religious beliefs and happiness. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3551 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the significance of religious tolerance for university students: its influence on religious beliefs and happiness zuhdiyah zuhdiyah*, kusumasari kartika hima darmayanti, nyayu khodijah universitas islam negeri raden fatah palembang, indonesia zuhdiyah_uin@radenfatah.ac.id* article information: received april 16, 2023 revised may 24, 2023 accepted june 1, 2023 keywords: happiness, religious belief, religious tolerance, structural equation modeling abstract this study investigates the relationship between religious belief, religious tolerance, and students’ happiness. it aims to explore the moderating effect of religious tolerance on the relationship between religious belief and students’ happiness. the study adopts a quantitative methodology, surveying 734 university students. the data is analyzed using structural equation modelling in mplus. the results indicate that religious belief influences students’ happiness. additionally, religious belief influences religious tolerance and happiness positively. religious tolerance also has a direct effect on happiness. the study highlights the moderating influence of religious tolerance on the association between religious belief and happiness. it also suggests that the level of religious tolerance can influence the effect of religious belief on happiness. in order to increase students' happiness while pursuing a bachelor's degree, the implications of these findings highlight the significance of universities considering and promoting religious tolerance among students. introduction many students in indonesia have faced challenging situations due to the overwhelming pressures of life. this condition is leading to several distressing incidents. for instance, there have been cases where students were unable to complete their thesis effectively, which tragically resulted in feelings of despair and even suicide (dogra et al., 2011). moreover, these circumstances have also led to financial difficulties, such as the inability to pay tuition fees, further exacerbating the students' distress (gamayanti, 2016). there are also cases of students who almost committed suicide due to overthinking (qasim et al., 2022) and disappointment with their families (chaniang et al., 2022). one of the reasons why these problems occur is because students are still in their teenage years, also known as the adolescent phase. in this phase, students' development of faith and belief is often marked by a period of identity crisis, where they experience confusion and struggle to differentiate between their beliefs and the reality they encounter (nelson, 2009). based on this argument, it could not be avoided that religious belief can strengthen self-concept (kitchens & phillips, 2021) and self-esteem (nassir, 2008) which will provide a good direction of life for its adherents, provide meaning, and purpose to human life (colón-bacó, 2010). in the realm of research, happiness can be defined as the level of positive influence or excitement experienced by individuals, indicated by high satisfaction at some point, and the absence of negative feelings such as depression and anxiety (argyle et al., 1989). in explaining https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3551 https://orcid.org/0000-0002-5145-3216 mailto:zuhdiyah_uin@radenfatah.ac.id https://orcid.org/0000-0002-9096-5599 https://orcid.org/0000-0002-0188-3349 the significance of religious tolerance for university students: its influence on religious beliefs and happiness 166 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 happiness, argyle et al. (1989) describe the six factors that make up happiness in individuals: (1) life satisfaction; (2) joy; (3) self-esteem; (4) calm; (5) control; and (6) efficacy. individuals who are satisfied with their lives and do not criticize themselves or their surroundings are characterized by a sense of life satisfaction (argyle et al., 1989). meanwhile, individuals with positive emotional responses display happiness (argyle et al., 1989). argyle et al. (1989) further states that self-esteem and how ones’ evaluation their circumstances are also components of happiness. individuals appear cheerful with more positive self-evaluations. moreover, happiness includes control, it means that individuals can regulate their thoughts and emotions (argyle et al., 1989). then, efficacy, this demonstrates the confidence of individuals who believe they can achieve their goals (argyle et al., 1989). numerous studies conducted in the past two decades have consistently demonstrated that religious belief has the potential to enhance happiness among its adherents. for example, lu & gao (2017) examined the relationship between religious belief and happiness in china using data from the spiritual life study of chinese residents in 2007. in addition, hossain & rizvi (2016) explored the relationship between religiosity and happiness in the multicultural community in oman. bosco-ruggiero (2020) also examines the relationship between americans' religious and spiritual beliefs and behaviors and their mental health using general social survey (gss) data. furthermore, fidrmuc & tunali (2021) findings state that individuals with a high religious level look happier than those with a lower spiritual level. based on the findings of this study, it can be concluded that religion and religious beliefs have the capacity to contribute to an individual's happiness. according to the templeton pew-review survey, a significant majority of the global population, approximately 5.8 billion individuals, which accounts for around 84% of the world's population, hold religious beliefs (rosmarin & koenig, 2020). this survey underscores the widespread presence of belief in god among humans. as a developed country, the usa turns out that ninety-five percent of the population believes in the existence of god (win-gallup international, 2012). reformed epistemologists state that religious belief is innate to all humans (maitzen, 2006). in islam, the belief is innate is called nature or religious instinct that humans have carried since they were still in the womb (anisah, 2016; fitria, 2020; putra et al., 2020). the presence of god and belief in god can be considered universal aspects of human existence, shared across diverse cultures and societies. the religious beliefs held by humans are supported by various studies, highlighting religion as a mechanism that fulfills fundamental human needs (gebauer & maio, 2012; laurin & kay, 2017; magin et al., 2021). these needs include financial stability (rashidi, 2016), the desire for prosocial behavior (xie et al., 2020), the ability to cope with life's challenges (farias & newheiser, 2019), and even the capacity to manage stress (cooper et al., 2019; joseph, 1998; munro, 1989). these studies suggest that religion is valuable in meeting diverse human needs. these needs can be effectively fulfilled through religious practices. for instance, individuals with religious beliefs seek employment that aligns with their religious principles, allowing them to meet their financial needs while maintaining their religious integrity. religion also provides a moral foundation that promotes kindness and consideration towards others, fulfilling the need for prosocial behavior. moreover, religious individuals often find solace and strength in surrendering their burdens to a higher power, viewing god as a source of hope and support to navigate life's challenges and manage stress. thus, people's faith in religion is rooted in its ability to address these essential human desires. according to emblen (1992), religion refers to an individual's belief in and worshiping god. chiang et al. (2017) also provided four key points to understand religious belief. firstly, religion holds significant importance as individuals believe in the existence of a superior being (god) who has the power to bestow blessings or disasters upon all living beings. by worshiping god, individuals seek safety and protection. secondly, it is acknowledged that destiny is an zuhdiyah, z., darmayanti, k. k. h., & khodijah, n. 167 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 undeniable aspect of life. from birth, individuals have a predetermined destiny outlined by god. thirdly, religion teaches individuals how to conduct themselves. individual behavior plays a crucial role in determining their karma. lastly, there are punishments associated with violating religious rules. consequences such as hell are believed to be faced by those who transgress religious principles. consequently, religious believers may experience anxiety and fear when they make mistakes. chiang et al. (2017) categorized these dimensions of religious belief into two sides: the bright side, comprising the positive effects and divine dimensions, and the dark side, encompassing religious questioning and stress. the other side of religion is that it is the most vital trigger of conflict and violence between groups (atran & ginges, 2012), which can hinder tolerant, peaceful, just, and happy social relations. the common phenomenon of intra-religious tensions is usually triggered by differences in theological interpretations (regus, 2020). what is even more fatal is that there are terrorist groups that consider violence a divine assignment or a sacramental act conveyed by scripture (evans, 2017; hoffman, 1995). several studies have examined the occurrence of conflicts in nigeria, attributing them to the misinterpretation of religious teachings by leaders of terrorist groups and their followers (adetoye, d and omilusi, 2015; cerván, 2010; ngwoke & ituma, 2020). these studies shed light on the role of distorted religious interpretations in contributing to the conflicts experienced in the country. moreover, the terrorist attack that occurred on september 11, 2001, was widely recognized as having religious motives, as acknowledged by the perpetrators themselves, who were driven by distorted religious beliefs (jainah & handayani, 2019). sadly, many students are also involved in radicalism cases in indonesia (muliadi & baharuddin, 2021; cherney et al., 2021). the number of students suspected of being involved in terrorism continues to grow (malik et al., 2018). since 2015, densus 88, a special counterterrorism unit of republic of indonesia, has arrested 24 university students on suspicion of involvement in terrorism (riyanta et al., 2021). the exclusive adherence to a singular truth without openness to diverse perspectives can foster extremism and intolerance (dauda, 2021; maulana, 2017). according to nico (2014), religious tolerance is an individual and group attitude. it encompasses the act of perceiving and regarding individuals from diverse religious backgrounds with respect and empathy. this attitude involves recognizing and defending the rights of individuals and groups, enabling them to uphold their respective values and beliefs freely. additionally, religious tolerance allows individuals and groups to establish a sense of continuity in aligning their values with those derived from their religious teachings. in the context of religious tolerance, nico (2014) draw upon olthuis's (2012) perspective on how individuals perceive and interact with their environment. olthuis (2012) proposes three significant factors that contribute to religious tolerance in individuals: the values associated with one's religion, respect for others, and the avoidance of exclusivity. rationale of the study verkuyten & killen (2021) argue that fostering tolerance is crucial in addressing social tensions and promoting peace and happiness. however, to the knowledge of the authors, studies that examine religious tolerance have tended to focus on four things. first, studies examine religious tolerance in countries affected by conflict (balpanov et al., 2018; kalin & siddiqui, 2020; suradi et al., 2020). second, studies that examine the learning of religious tolerance in schools (alabdulhadi, 2019; fahmi et al., 2021; muhid, 2020; rahmat & yahya, 2022; raihani, 2016; wajdi & tobroni, 2020; wang & froese, 2020. third, studies examine the relationship between religious tolerance, the quest for religiosity (van tongeren et al., 2016), and intellectual humility toward religious beliefs and values (hook et al., 2017; lubis & sianipar, 2022). fourth, studies examining inter-religious tolerance (destyanto et al., 2022; n. hula et al., 2021; tabroni et al., 2022; walton, 2015). these various studies have consistently proven the significance of religious tolerance for university students: its influence on religious beliefs and happiness 168 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 the importance of religious tolerance, but they are limited to one variable, dependent or independent. in addition, there are no studies that focus on religious tolerance as a moderator variable. in other words, existing studies ignore the ideal message that other factors can make someone happy outside of their religious beliefs, namely religious tolerance. aims or hypothesis the study of religious belief and happiness is nothing new, but studies in this field that are conducted on university students are still limeted (abdel-khalek, 2015; francis et al., 2014; lewis, 2002; lewis, 2002; sahraian et al., 2013). some studies discuss religious belief and religious tolerance, and studies on religious tolerance and happiness have yet to be carried out, even though religious belief should be able to strengthen religious tolerance, and religious tolerance can increase happiness. this research aims to test religious tolerance as a moderator of the influence of religious belief on happiness. so it is essential to study religious tolerance as a moderator of the influence of religious belief on happiness because happiness is not only related to how to maintain and maintain good relations with god through religious belief, but happiness will also occur when individuals can build and maintain good relations with others through religious tolerance. this argument prompted the writer to raise the issue by involving students. meanwhile, the hypotheses formulated in this study are: (1) there is a significant positive effect of religious belief on student happiness; (2) religious tolerance moderates the effect of religious belief on student happiness. methods this research took place based on three processes: preparation, the research process, and post-research. at the time of preparation, the researcher formulated the basic theory and findings of previous studies related to this research theme. in addition, researchers also prepare valid and reliable research measuring instruments. the research process takes place using research measuring instruments and applying the specifications of the sampling method. after the data is collected, the researcher performs statistical analysis of the data and reports and dissemination of research findings. specifically, the method used in this study consisted of research participant presentation, research design, research procedures, measuring instruments, and data analysis. participants this study included undergraduate students from various universities in south sumatera, indonesia, encompassing both public and private institutions under the ministry of religion and the ministry of education. furthermore, the researchers involved as many as (n = 735) students who participate the study using the convenience sampling and snowball sampling (clark-carter, 2018), which means the researcher distributed the google form link to each university. for this study, we recruited participants from the pool of undergraduate students who expressed their willingness to voluntarily complete a google form. these individuals became the participants in our study. additionally, we requested the participants to share the google form links with their friends who also met the criteria for participation, expanding the potential pool of participants. of the 734 students, (n = 198, 26.9%) came from universitas sriwijaya, followed by (n = 180, 24.5%) students from universitas islam negeri raden fatah palembang, and the rest came from universitas islam ogan komering ilir kayuagung (n = 65, 8.9%) and other private universities in south sumatra (see table 1). in addition, the participants consisted of students aged 17–44 years (m = 20.21, sd = 3.022), with details of the distribution frequency as shown in table 1. they were also actively studying from semester 2 (n = 326, 44.4%) to semester 8 (n zuhdiyah, z., darmayanti, k. k. h., & khodijah, n. 169 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 = 75, 10.2%), female (n = 553, 75.3) and male (n = 181, 24.7%), muslim (n = 730, 99.5%), christian (n = 2, 0.3%), and so on (table 1). research design this research is a quantitative study that aims to examine the moderating role of religious tolerance in religious belief and happiness. in addition, this study applied a survey to students to determine their religious tolerance, religious belief, and happiness. in this case, the participants carried out a self-report by completing all the questions and statements contained in the google form link that had been shared. table 1. participants’ demographic demographic components f % colleges institut agama islam al-azhar lubuklinggau 34 4.6 institut agama islam al-qur'an al-ittifaqiyah indralaya 34 4.6 politeknik kesehatan kementerian kesehatan palembang 1 0.1 politeknik negeri sriwijaya 1 0.1 sekolah tinggi agama islam rahmaniyah sekayu 5 0.7 sekolah tinggi ekonomi islam al furqon prabumulih sumatera selatan 8 1.1 sekolah tinggi ilmu al-qur'an al-lathifiyyah palembang 30 4.1 sekolah tinggi ilmu ekonomi aprin 3 0.4 sekolah tinggi ilmu ekonomi serasan 1 0.1 sekolah tinggi ilmu sosial dan politik candradimuka 1 0.1 sekolah tinggi ilmu syariah subulussalam 5 0.7 sekolah tinggi ilmu tarbiyah misbahul ulum gumawang oku timur 29 4.0 sekolah tinggi ilmu tarbiyah muara enim 5 0.7 sekolah tinggi ilmu tarbiyah raudhatul ulum 2 0.3 sekolah tinggi ilmu tarbiyah yayasan pendidikan islam lahat 48 6.5 sekolah tinggi keguruan dan ilmu pendidikan muhammadiyah oku timur 4 0.5 universitas islam negeri raden fatah palembang 180 24.5 universitas bina darma palembang 16 2.2 universitas indo global mandiri 14 1.9 universitas islam ogan komering ilir kayuagung 65 8.9 universitas muhammadiyah palembang 40 5.4 universitas nurul huda 1 0.1 universitas palembang 5 0.7 universitas pgri palembang 19 2.6 universitas prabumulih 3 0.4 universitas serasan muara enim 4 0.5 universitas sriwijaya 198 27 universitas terbuka 9 1.2 year entry/semester 2019/eighth semester 75 10.2 2020/sixth semester 173 23.6 2021/fourth semester 160 21.8 2022/second semester 326 44.4 gender female 553 75.3 male 181 24.7 age 15 – 19 352 48 20 – 24 358 48.8 25 – 29 8 1.1 30 – 34 8 1.1 35 – 39 1 0.1 40 – 44 7 1 religion buddha 1 0.1 islam 730 99.5 catholic 1 0.1 christian 2 0.3 the significance of religious tolerance for university students: its influence on religious beliefs and happiness 170 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 procedures before conducting the research, the researcher identified several conflicts due to individual religious beliefs and religious tolerance, impacting their happiness. then, the researcher conducted a literature study on religious tolerance, belief, and happiness after finding the measuring instrument used to access these three variables and adapting the measuring instrument. the adaptation process of the religious tolerance questionnaire (rtq; nico, 2014) and the religious belief scale (rbs; chiang et al., 2017) refers to beaton et al., (2000). the first stage is carried out by two translators translating from english into indonesian, each with a background in english education and psychology. then, the process continues with the experts' judgment. in this case, the experts are lecturers and social psychology researchers concerned with religious tolerance and belief. meanwhile, for the oxford happiness inventory (ohi; argyle et al., 1989), researchers used this measurement tool in a study conducted by darmayanti (2022). after the research measurement tools were standardized, the researchers conducted research in march and april 2023 by distributing research surveys via a google form link. research participants who are active students in south sumatra were recruited as participants voluntarily. participants were asked to complete a consent form indicating they voluntarily participated in this research. furthermore, several participants were randomly selected to receive shopee pay vouchers and phone credit as rewards for completing the questions and statements and the google form link. instruments this research involves three research variables. religious tolerance is a moderator variable measured using the religious tolerance questionnaire (rtq) developed by nico (2014). meanwhile, religious belief is an antecedent accessed using the religious belief scale (rbs) developed by (chiang et al., 2017). finally, as an outcome, happiness is measured by the oxford happiness inventory (ohi), which was developed by argyle et al., (1989) and adapted in indonesian by darmayanti, (2022). a more detailed explanation is as follows: demographic questions the initial part of the research survey aimed at university students in south sumatra consists of several points related to their demographic aspects. the five points of the demographic aspect are the origin of the tertiary institution, the semester being taken, gender, age, and religion. religious tolerance questionnaire (rtq) this measuring tool was developed by nico (2014) concerning the theory put forward by olthuis (2012). the theory presented by olthuis (2012) implicitly discusses how individuals interpret other people and the world based on their perspective. previously, nico (2014) used three factors that were found to be valid in compiling the rtq. these three factors are a value attached to one's religion (i.e., a value or belief originating from the individual's religion) (nico, 2014), respect (i.e., respect for differences in society) (nico, 2014) and exclusivity (i.e., individual tendencies to think and behave exclusively and self-centered/selfish) (nico, 2014) the rtq consists of 23 items with 6 points spanning the likert scale (1 = strongly disagree, 6 = strongly agree). the validity test of the rtq uses confirmatory factor analysis (cfa) (figure 1), and the results indicate that the 26 items of the rtq are valid in measuring the construct of religious tolerance. none of the 26 items were dropped (t > 1.96) (raykov & marcoulides, 2011). in addition, rtq was also found to be reliable, with a cronbach's alpha coefficient of .845 (α > .60) (nunnally & bernstein, 1994). zuhdiyah, z., darmayanti, k. k. h., & khodijah, n. 171 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 religious belief scale (rbs) previously, chiang et al. (2017) developed an rbs referring to emblen (1992), upon which chiang et al. (2017) conducted a qualitative analysis of research participants' views regarding the concept of religious belief. chiang et al. (2017) found that: (1) the importance of religion in daily life as god who gives individuals happiness and obedience in worship can prevent disasters; (2) believing that there is a destiny that controls life in the world; (3) religion is an individual guideline for thinking and behaving, such as doing good to others and believing in karma; and (4) feelings of pressure from god's punishment if individuals violate religious provisions. furthermore, chiang et al. (2017) constructed the rbs in four dimensions and with 17 items. the four dimensions of rbs are religious effect (i.e., religion has a role in individual life, such as social life, and overcoming natural disasters (chiang et al., 2017), divine (i.e., there is god's power which is a gift to humans and moves destiny among humans) (chiang et al., 2017), religious query (i.e., questioning god about the misfortune that befalls individuals and doubting god's goodness) (chiang et al., 2017), and religious stress (i.e., individuals feel depressed when they think or do things that are not following religious provisions) (chiang et al., 2017) consisting of 17 items in the rbs with a 5-point likert scale (1 = strongly disagree, 5 = strongly agree) were not eliminated, because the score t < 1.96 (raykov & marcoulides, 2011). the cfa results for rbs indicate that the rbs in this study is valid (figure 2). in addition, the rbs in this study was found to be reliable with a cronbach's α coefficient of .717 (α > .60) (nunnally & bernstein, 1994). the oxford happiness inventory (ohi) argyle et al. (1989) compiled ohi to measure the happiness construct concerning the theory of happiness they developed. ohi consists of six dimensions (argyle et al., 1989), (1) life satisfaction (i.e., individuals feel satisfied in life at some time); (2) joy (i.e., individuals often feel positive feelings); (3) self-esteem (i.e., individual judgments of themselves, both positive and negative judgments); (4) calm (i.e., the individual feels calm both in feelings and thoughts); (5) control (i.e., regarding how individuals can control their feelings, thoughts, and behavior); and (6) efficacy (i.e., individual belief in their ability to achieve everything they want) (argyle et al., 1989). to manifest the six dimensions of ohi, argyle et al. (1989) compiled 29 items with six likert scale stretch (1 = strongly disagree to 6 = strongly agree). in this study, ohi was found to be valid and reliable. the validity test is shown in figure 3 using cfa. the results of the cfa test found that four items failed because the coefficients t > 1.96 (raykov & marcoulides, 2011). the four items are items 19 and 21 (parts of the joy dimension), item 13 (part of the selfesteem dimension), and item 15 (part of the calm dimension). in addition, the reliability test results found that ohi was consistent in measuring happiness, with an internal consistency coefficient of .862. ohi is stated to be reliable due to the coefficient (α > .60) (nunnally & bernstein, 1994). data analysis in the early stages, researchers screened the data and continued with a normality test (gravetter et al., 2020). next, the researcher conducted a descriptive analysis showing the average score and standard deviation (gravetter et al., 2020) for religious tolerance, belief, and happiness. after conducting a descriptive analysis, the researcher conducted a correlation analysis (gravetter et al., 2020) between variables. all processes at this stage are carried out using ibm spss version 22. the second stage is a factor analysis test process using cfa to determine the validity of the measuring instruments used in the study. the device used to perform cfa is mplus version the significance of religious tolerance for university students: its influence on religious beliefs and happiness 172 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 7 (muthén & muthén, 2017). the fit model reference is based on hu & bentler (1999). model fit is achieved when the coefficient of the comparative fit index (cfi) > .95, the root mean square error of approximation (rmsea) < .06, and the standardized root mean square residual (srmr) < .08 (hu & bentler, 1999). in the last stage, the researcher uses path analysis to determine the moderator role of religious tolerance in religious belief and happiness using the mplus application version 7 (muthén & muthén, 2017). researchers determine the direct effect on religious belief and happiness. then, the next step is to analyze the role of the interaction of religious tolerance and religious belief in predicting happiness in college students. results and discussion results the results section consists of four sub-discussions that summarize the findings from the results of statistical data analysis. the first part contains the results of the normality test and descriptive analysis. the second part contains the results of the correlation test between variables. next, the researcher describes the results of structural equation modeling on rtq, rbs, and ohi using the cfa approach. the last is the finding of the path analysis on the moderator role of religious tolerance in religious belief and happiness. descriptive analysis results data collected on religious tolerance, religious belief, and happiness were found to be expected. the normality test using the kolmogorov-smirnov one-sample (currel, 2015; stowell, 2014) found that religious tolerance is generally distributed with d = .081 (p > .05) and religious belief has d = .106 (p > .05). in addition, skewness and kurtosis on happiness range from ± 2 (field, 2013) (skewness = −.064, kurtosis = −.069). table 2 summarizes the descriptive analysis and the relationships between variables. descriptive analysis found religious tolerance (m = 5.030, sd = .527), religious belief (m = 4.257, sd = .416), and happiness (m = 4.293, sd = .584). furthermore, this study also showed a positive and significant correlation between religious belief and happiness (r = .409, p < .01). in addition, there is a significant positive relationship between religious belief and religious tolerance (r = .539, p < .01). finally, a positive and significant relationship was also indicated between religious tolerance and happiness (r = .248, p < .01). results of structural equation modeling the cfa results found that the three measuring instruments' models fit. on rtq, models fit with 𝝌𝟐 (227) = 961.549, p = .000, rmsea = .066 (90% ci .062 – .071), cfi = .854, srmr = .064, t = 4.872 − 41,573. in figure 1, the second-order confirmatory factor analysis model is applied to determine the path analysis results of each factor in the rtq (byrne, 2013). in figure 2, the second-order model determines the relationship between each factor and the higher-order factor in rbs. this model is declared fit with 𝝌𝟐 (115) = 402.121, p = .000, rmsea = .058 (90% ci .052 − .065), cfi = .924, srmr = .046, t = 4.249 − 50.761. researchers used the first-order model for ohi to know the path analysis between items with table 2. descriptive analysis and correlational variables variables m sd 1 2 3 religious tolerance 5.030 .527 − religious belief 4.257 .416 .539** − happiness 4.293 .584 .248** .409** − note. ** for p < .01 zuhdiyah, z., darmayanti, k. k. h., & khodijah, n. 173 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 higher-order factors in ohi. first-order this model is fit with 𝝌𝟐 (219) = 731.599, p = .000, rmsea = .056 (90% ci .052 − .061), cfi = .923, srmr = .079, t = 2.181 − 41.500. figure 1. second-order model for religious tolerance questionnaire figure 2. second-order model for religious belief scale the significance of religious tolerance for university students: its influence on religious beliefs and happiness 174 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 figure 3. first-order model for the oxford happiness inventory figure 4. path analysis model of religious tolerance, religious belief, and happiness the results of the path analysis indicate that the model fit with χ2 (1) = .641, p = .423, rmsea = .000 (90% ci .000 .090), cfi = 1, srmr = .004. in addition, religious belief significantly positively affects happiness (b = .495, p < .05). this finding shows that students with firmer religious beliefs can increase their happiness. then, religious tolerance has a positive and significant effect on happiness (b = .495, p < .01). this condition means that students who are more tolerant of societal differences cause them to be happier. finally, the interaction between religious belief and religious tolerance significantly contributes to happiness (b = .854, p < .05) (see figure 4). if religious tolerance in students is high, then the influence of religious belief on happiness will be even more significant. the contribution of religious tolerance on the influence of religious belief on happiness is as much as (r2 = .246) 24.6%. zuhdiyah, z., darmayanti, k. k. h., & khodijah, n. 175 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 discussion the study findings reveal a significant relationship between religious belief and happiness, with religious tolerance playing a moderating role. the influence of religious belief on happiness can vary depending on the level of religious tolerance among students. higher levels of religious tolerance strengthen the impact of religious belief on happiness, while lower levels weaken this effect. these results provide a foundation for tertiary institutions to enhance initiatives promoting religious tolerance as a response to combat intolerance and extremist ideologies. moreover, by fostering increased religious tolerance among students, it is anticipated that their overall happiness will be enhanced through the positive contribution of their religious beliefs. moreover, findings about a direct relationship between religious belief and happiness are significantly positive. an increase in religious belief causes an increase in happiness. when the level of religious belief increases, it causes increased happiness in students. in iraq, sahraian et al., (2013) found a significant correlation between religious belief and happiness in medical students at shiraz university of medical sciences. attitude toward religion can be an important determinant of happiness; if someone feels they are related to god, they will also feel happier. (sahraian et al., 2013). the survey results of 335 people in oman of various religions, genders, and levels of education found that followers of hinduism were slightly happier than others. people who did not follow any of the three religions (islam, hinduism, and christianity) were found to be the most unhappy. the results of the european social survey, covering the years 2000–2008, also confirm that religious individuals are generally happier than those who are not religious (fidrmuc & tunali, 2021). likewise, ferriss, (2002) saw that happiness was associated with the frequency of attendance at religious services and denominational and doctrinal preferences. happiness is also associated with religiosity (hossain & rizvi, 2016), remembering god, and carrying out religious actions and behaviors (amiruddin et al., 2021). these studies prove that religious belief is essential for a person to feel happy regardless of religion. contrary to the majority of studies that have found a positive influence of religious belief on happiness, there are a few studies, such as the research conducted by lu & gao, (2017), which found that religion, in general, is not significantly related to happiness, while religious beliefs and practices—especially attending services—are negatively related to happiness. research on hindu students in india revealed that religious belief was not related to the frequency of service attendance, the importance of prayer, or the influence of religion on one's life and was positively related to depression, anxiety, and meaning in life. (park & kamble, 2020). figure 4, presented by the researchers, provides support for the notion that religious belief is not the sole determinant of happiness, as other variables also play a role in influencing individuals' well-being. happiness can weaken and increase based on students' religious tolerance, not just based on religious belief. despite the findings about a direct relationship between religious belief and happiness are positively significant. nevertheless, an increase in religious tolerance will lead to increased happiness. while researchers have not found direct research on the relationship between religious tolerance and happiness, growing body of literature regarding intolerance have a statistically significant positive relationship with uncertainty and anxiety, prospective intolerance to uncertainty and anxiety, and intolerance inhibition of uncertainty and anxiety (schlinger, 2020). demirtas & yildiz, (2019) conducted research highlighting a positive correlation between uncertainty intolerance and perceived stress. individuals who exhibit higher levels of intolerance tend to experience increased feelings of uncertainty, anxiety, and stress. this circumstance reinforces the findings in this study that happiness is moderated by religious tolerance. happiness does not only occur because of religious belief but also because of religious tolerance. the significance of religious tolerance for university students: its influence on religious beliefs and happiness 176 islamic guidance and counseling journal vol. 6, no. 1, pp. 165-182, 2023 the research findings demonstrate that both religious belief and religious tolerance play significant roles in promoting happiness. these findings highlight the importance of universities and the authorities in prioritizing the reinforcement of religious tolerance among students. furthermore, universities should concentrate on implementing programs through their human resource development section to enhance the happiness of both students and lecturers across various colleges. implications the findings of this study have implications for campuses and the authorities to provide psychoeducational programs for students to increase their religious tolerance. religious tolerance serves as an effective tool in combating intolerance and radicalism, which can disrupt harmony and unity within society. students are widely recognized as agents of change and the future of the indonesian nation. they play a crucial role in maintaining social control and upholding the nation's unity and integrity. if students' religious tolerance increases, then this can increase students' happiness. when students experience a predominance of positive emotions and feelings of happiness, it can help minimize the emergence of negative emotions. this, in turn, can contribute to reducing the occurrence of mental health issues among students. suggestions for future research this study examined happiness, religious belief, and religious tolerance, and undergraduate students were participated in this research. according to this study, religious tolerance can moderate the relationship between contentment and religious faith. future studies can utilize intervention-based research to promote religious tolerance among college students. increased religious tolerance among students will enhance religion's contribution to contentment. students from public and private institutions participated in this study as representatives from the ministry of education, culture, research, and technology and the ministry of religious affairs of the republic of indonesia. students include both males and females. the effect of gender and educational background on differences in religious belief, tolerance, and contentment can be studied. conclusion the study supports both hypotheses, indicating a significant influence of religious belief on happiness. the findings highlight that individual with a strong faith in their religion, perceiving everything in life as having a divine purpose, tend to experience increased happiness. these individuals exhibit a sense of surrender, avoiding excessive control over worldly desires and aligning their life goals with god's will. this mental stability contributes to their overall happiness. furthermore, religious tolerance is crucial in shaping the relationship between religious belief and happiness. individuals with high religious tolerance derive greater happiness from their religious beliefs, while those with low religious tolerance experience a diminished impact on their happiness. promoting religious tolerance is essential in maximizing the positive influence of religious belief on happiness. acknowlegment the authors would like to thank universities in south sumatra that involved in the research. author contribution statement all authors conceptualize and write this manuscript. zuhdiyah, z., darmayanti, k. k. h., & khodijah, n. 177 islamic guidance and counseling 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: syukur, y., ardi, z., zahri, t. n., & putra, a. h. (2023). determinant factor analysis of family psychological resilience: a study of muslim university staff in indonesia. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3626 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung determinant factor analysis of family psychological resilience: a study of muslim university staff in indonesia yarmis syukur*, zadrian ardi, triave nuzila zahri & ade herdian putra universitas negeri padang, indonesia yarmissyukur@fip.unp.ac.id* article information: received april 17, 2023 revised may 15, 2023 accepted june 14, 2023 keywords: family psychological resilience; muslim; university staff abstract the family is a social unit that exists in every culture. ideally, every family has well enough psychological resilience to achieve prosperity. however, to achieve good psychological resilience, sometimes problems can arise in the family, and this is also experienced by muslim university staff in indonesia. three important factors are predicted to correlate with family psychological resilience, namely, family support, family economic resilience, and family commitment. this study aims to reveal the factors that correlate with the family psychological resilience of muslim university staff in indonesia. this study uses a quantitative approach with correlational methods. this research involved 324 muslim university staff in indonesia as respondents. the research instruments used were the family support scale, the family economic resilience scale, the family commitment scale, and the family psychological resilience scale. furthermore, the analysis of the research data used partial least squares structural equation modeling (pls-sem) analysis. the results of this study indicate that family support, family economic resilience, and family commitment have a positive correlation and a significant connection with family psychological resilience. these three factors need to be considered in improving the family psychological resilience of muslim university staff in indonesia. introduction in the context of sociology, the family is a social unit that exists in every culture (castrén et al., 2021; chambers & gracia, 2021; thomson & turunen, 2021). in addition, the family is interpreted as the base unit in society. families are bound by marriage, blood relations, and adopted family members. the relationships in a nuclear family are husband and wife, father and mother, father and children, or mother and children (abdullayev, 2020; cherlin, 2020; nolan, 2022; pelham, 2021). families that have good resilience tend to be harmonious. however, there is a problem if the resilience in the family is weak (beech et al., 2020; harrist et al., 2019; ventura et al., 2020). this can lead to various problems within the family, including violence and even divorce (barnová et al., 2019; cox et al., 2021; schneider et al., 2019). family resilience is defined as a family’s ability to manage problems in dealing with various situations (maurović et al., 2020; palacio et al., 2020; ungar, 2021; ungar & theron, 2020). one important dimension of family resilience is family psychological resilience https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3626 https://orcid.org/0000-0002-1694-6701 mailto:yarmissyukur@fip.unp.ac.id https://orcid.org/0000-0003-0715-6561 https://orcid.org/0000-0001-6163-0362 https://orcid.org/0000-0002-6646-2457 determinant factor analysis of family psychological resilience: a study of muslim university staff in indonesia 210 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 (palacio et al., 2020; santoro et al., 2021). family psychological resilience is the ability of family members to manage psychological conditions when facing various situations in the family. this quality is a very important dimension to increase family resilience. high family psychological resilience tends to create familiarity and affection in the family, and vice versa (cohen & strong, 2020; enriquez, 2020; levy & schneier, 2020). violence tends to occur in families that have low psychological resilience, so they are prone to divorce (becher et al., 2019; schramm & becher, 2020). the condition of low psychological resilience in the family is important to someone who works as a staff member in an institution. this is due to the heavy workload and long hours, so they tend to be prone to stress (clara, 2020; ngai & chan, 2021). stressful conditions experienced by institutional staff can reduce the ability to manage psychological conditions, and a low ability to manage psychological conditions can trigger problems in the family. in islam, allah swt orders muslims to maintain psychological resilience in the family. this is written in the al-qur'an letter ar-rum verse 21. the contents of the verse are that allah swt orders all humans to maintain love in the family and maintain peace in the family. however, in their efforts to maintain family psychological resilience, some muslim university staff experience problems. this is proven through an online survey conducted among these staff members. this survey involved 276 muslim university staff throughout indonesia. the survey results show that 172 (62.31%) staff members have difficulty managing their emotions because of work demands, so they lose their temper easily with their family members. if left unchecked, this condition has the potential to cause violence in the family leading to divorce. low family psychological resilience can be caused by several factors. first, low family commitment has the potential to make family members feel a sense of injustice in the family. conditions like this are prone to causing conflict in the family and weakening family psychological resilience (burnette et al., 2020). the next factor is the lack of support from fellow family members, which is characterized by a lack of attention among family members. this condition can weaken the harmony of family relationships and family psychological resilience (wong et al., 2019). the third factor is low family economic resilience. a high level of family psychological resilience is marked by good financial management. weak financial management in the family has the potential to cause serious problems, such as not meeting family needs. this condition is prone to causing conflict in the family, thereby weakening resilience (alinejad, 2019; prime et al., 2020). these factors are predicted to influence the family psychological resilience of muslim university staff but research is required to prove it. the existence of a university counseling service center is very important to help staff who experience family psychological resilience problems. university counselors can use the family counseling model. family counseling is counseling in situations that discuss family situations and problems specifically (alexander & robbins, 2019; capuzzi & stauffer, 2021; johnson, 2019). the implementation of family counseling needs to involve family members to address family welfare. literature review one of the indicators that determine whether a family is at a high level of well-being is having good psychological resilience (li et al., 2019). family psychological resilience is the ability of family members to manage their psychological conditions in dealing with various situations arising in the family (bonanno et al., 2015; toledano et al., 2021). resilience is manifested by having love in the family, being able to manage psychological stress in the family, harmonious relationships, and good communication (lock et al., 2020; patterson, 2002; wong et al., 2019). problems rarely occur in families with high levels of psychological syukur, y., ardi, z., zahri, t. n., & putra, a. h. 211 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 resilience, therefore, psychological resilience is important for all family members (buck et al., 2019; dowling & osborne, 2020; yule et al., 2019). three important factors influence resilience. the first factor is family support (fs) (ungar & theron, 2020). support among family members is manifested by support for the decisions of family members, supporting the activities of family members, and motivating each other. having support from the rest of the family makes a person feel more valuable (balcells et al., 2011; chang & guo, 2021). feelings of worth tend to create psychological conditions that are conducive to a person’s ability to manage their psychological condition better within the family (bonanno et al., 2015). the second factor that affects resilience is family economic resilience. this is manifested by the fulfillment of family needs, good financial management, and disclosure of financial conditions (bonanno et al., 2015; harrist et al., 2019; walsh, 2012). a high level of family economic resilience tends to make family members happy, so they can manage psychological conditions well. the next factor that influences the level of resilience is family commitment. this is manifested by family members carrying out their roles and cooperating (zhang et al., 2022). commitment can increase mutual trust between family members. the existence of good commitment in a family makes family members feel that there is justice in the family (calabrò et al., 2021; gupta & srivastava, 2021; zehrer & leiß, 2019), and this condition will make family members feel comfortable in the family, with the result that they can manage psychological conditions well. the rationale of the study every family needs to have high psychological resilience. a high level of psychological resilience can prevent conflicts within the family, such as violence and divorce. family psychological resilience is an important indicator of family resilience. however, until now, little research has revealed the factors that determine family psychological resilience. until now, studies on families have revealed more about the factors that determine family resilience. some of these studies confirm that economic resilience and family support are important factors that determine family resilience (barboza & seedall, 2023; gayatri & irawaty, 2022). recent studies have revealed that an important determining factor of family psychological resilience is f commitment (purnamasari et al., 2021). given the importance of family psychological resilience, it is necessary to conduct research. this research has novelty value because it reveals several determinants of family psychological resilience. hypotheses of the study family support, family economic resilience, and family commitment are predicted to correlate with family psychological resilience. the following are the hypotheses (h) of this study: h1: family support has a positive correlation and a significant connection with family psychological resilience. h2: family economic resilience has a positive correlation and a significant connection with family psychological resilience. h3: family commitment has a positive correlation and a significant connection with family psychological resilience. methods research design the research approach used is quantitative. this study uses the correlational method. correlational research is research that aims to evaluate the relationship between variables determinant factor analysis of family psychological resilience: a study of muslim university staff in indonesia 212 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 (martens, 2019). the correlation pattern in this study is an asymmetrical correlation, meaning that one variable has a relationship with other variables. furthermore, in this study, there are three independent variables consisting of family support, family economic resilience, and family commitment, and the dependent variable in this study is family psychological resilience. participants the participants in this research are muslim university staff in indonesia. the university staff consists of university lecturers and educational staff. this research involved 324 staff from across indonesia. the demographics of the respondents can be seen in table 1. table 1. research participant demographics respondent category n percentage gender male 124 38.27 female 200 61.73 type of university state-owned university 134 41.35 private university 190 58.65 income per month (idr) < 1,000,000 19 5.86 1,000,000–3,000,000 243 75.00 3,000,000–5,000,000 31 9.57 > 5,000,000 31 9.57 age 20–30 years 97 29.94 30–40 years 146 45.06 40–60 years 80 24.70 > 60 years 1 0.30 position in the institution temporary staff 22 6.80 permanent staff 302 93.20 years of work < 5 years 43 13.27 5–10 years 101 31.17 11–20 years 156 48.15 21–30 years 20 6.17 > 30 years 4 1.24 educational background high school graduate 75 23.14 bachelor graduate 103 31.80 masters graduate 144 44.44 doctoral graduate 2 0.62 number of children 0 12 3.70 1 45 13.88 2 181 55.87 3 67 20.68 > 3 19 5.87 instrumentation the instruments used in this study were the family psychological resilience scale, the family support scale, the family economic resilience scale, and the family commitment scale. the family psychological resilience scale is used to measure family psychological resilience. the family support scale is used to measure the support of fellow family members. the family economic resilience scale is used to measure economic resilience in syukur, y., ardi, z., zahri, t. n., & putra, a. h. 213 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 the family. the family commitment scale is used to measure the commitment of fellow family members. the process of creating research instruments begins with the exploration of the literature related to research variables. next, we discussed the meaning of each research variable. each research variable was translated into several indicators. these variable indicators were used as the basis for making research instrument items. outline research instruments can be seen in table 2. table 2. outline of research instruments variable indicators sample of item n reference family psychological resilience (fpr) 1. there is affection “there is harmony in my family” 4 patterson, 2002; lock et al., 2020 2. ability to manage psychological problems 3. relationship harmony 4. good communication family support (fs) 1. support for decisions of family members “my family members support each other” 3 ballcels et al., 2011; chang & guo, 2021 2. support the activities of family members 3. motivate each other family economic resilience (fer) 1. fulfillment of family needs “my family’s needs are met” 3 walsh, 2012; harrist et al., 2019 2. good financial management 3. disclosure of financial conditions family commitment (fc) 1. family members carry out their roles and functions “my family can carry out its roles and functions” 2 zhang et al., 2022 2. cooperate with each other this research instrument uses four alternative answers. strongly agree answers were given a score of 4, agree answers were given a score of 3, disagree answers were given a score of 2, and strongly disagree answers were given a score of 1. then, the validity and reliability of the research instruments were tested, using confirmatory factor analysis (cfa). the standard value used to test the validity is the average value of the loading factor. an instrument can be said to be valid if it has an average loading factor value above .7 (hair et al., 2021). then, to determine the reliability of the instrument we used the standard cronbach’s alpha value (cav). reliable instruments have cavs of more than .6 (hair et al., 2021). the results of testing the validity and reliability of the instrument can be seen in table 3. table 3. validity and reliability test results of research instruments variable average loading factor information α information fpr .871 valid .894 reliable fs .862 valid .827 reliable fer .842 valid .796 reliable fc .964 valid .925 reliable based on the cfa calculation results, all the average loading factor values for the research instruments were above .7, meaning that all research instruments were valid in determinant factor analysis of family psychological resilience: a study of muslim university staff in indonesia 214 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 measuring the variables to be studied. furthermore, based on the calculations, all instruments had cavs above .6, meaning that all research instruments were reliable in measuring research variables. data collection and data analysis data collection was carried out through an online survey of muslim university staff throughout indonesia. the research data were analyzed using partial least squares structural equation modeling (pls-sem). the stages of data analysis in this study began with designing the research structural model, evaluating the research structural model, and testing the research hypotheses. to facilitate the data analysis process, each variable was given a code, namely family support = fs, family economic resilience = fer, family commitment = fc, and family psychological resilience = fpr. results and discussion results research structural model design based on theoretical review and previous research on research variables, the following structural research model can be developed, see figure 1. figure 1. research structural model design based on figure 1, it is known that three important factors determine family psychological resilience (fpr), namely family support (fs), family economic resilience (fer), and family commitment (fc). in this study, fpr, fs, fer, and fc are referred to as latent variables. each latent variable is manifested by multiple manifest variables. for example, the fpr variable is manifested by affection (fpr1), the ability to manage psychological problems (fpr2), harmonious relationships (fpr3), and good communication (fpr4). syukur, y., ardi, z., zahri, t. n., & putra, a. h. 215 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 evaluation of the research structural model the research structural model that has been designed is then analyzed by calculating the partial least squares algorithm using smartpls 4.0 software. the calculation results of the research structural model can be seen in figure 2. figure 2. evaluation of the research structural model the calculation results used to evaluate the structural model of this study are the rsquare value, loading factor value, validity test results, reliability test results, and bootstrapping calculation results, see tabel 4. table 4. r-square value r-square adjusted r-square family psychological resilience (fpr) .958 .957 based on table 4, it is known that the r-square value in the evaluation of the research model is .958. this means that 95.8% of family psychological resilience (fpr) is determined by family support (fs), family economic resilience (fer), and family commitment (fc). furthermore, in evaluating the research structural model with pls-sem, the validity and reliability of the research variables were tested. the validity test was carried out by observing convergent validity and discriminant validity, while the reliability test was carried out by observing the composite reliability value and cronbach’s alpha value. validity testing convergent validity convergent validity is a validity test based on the loading factor value. each indicator must have a value of more than .7 to be valid for measuring constructs (hair et al., 2021). the convergent validity test results can be seen in table 5. based on table 5, it can be concluded determinant factor analysis of family psychological resilience: a study of muslim university staff in indonesia 216 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 that all research variable indicators have a loading factor value of more than .7. that is, all indicators are valid in measuring their constructs. table 5. convergent validity test results variable indicators loading factor value information fs fs1 .892 valid fs2 .900 valid fs3 .794 valid fer fer1 .872 valid fer2 .851 valid fer3 .803 valid fc fc1 .971 valid fc2 .957 valid fpr fpr1 .847 valid fpr2 .896 valid fpr3 .876 valid fpr4 .866 valid note: family psychological resilience (fpr); family support (fs); family economic resilience (fer); family commitment (fc) discriminant validity furthermore, the discriminant validity test was carried out to test the differences between a variable and other variables (hair et al., 2021). the test is carried out by comparing loading values on the intended construct and must be greater than the loading value with other constructs (cross-loading). the value of cross-loading on each of the variables can be seen in table 6. table 6. research variable cross-loading value fs fer fc fpr fs1 .892 .874 .431 .841 fs2 .900 .877 .457 .779 fs3 .794 .703 .782 .767 fer1 .785 .872 .427 .735 fer2 .812 .851 .424 .704 fer3 .794 .803 .782 .767 fc1 .731 .741 .971 .817 fc2 .594 .601 .957 .680 fpr1 .789 .772 .434 .847 fpr2 .721 .708 .536 .896 fpr3 .794 .803 .787 .876 fpr4 .758 .765 .777 .866 based on table 6, it can be concluded that all the variables in this study have good discriminant validity. the meaning of the cross-loading value above is that each variable shows sufficient difference. furthermore, the discriminant validity test was carried out by taking into account the average variance e xtracted (ave) value. the ave value is said to be good if it is greater than .50 (ghozali & latan, 2015). the ave value of each variable can be seen in table 7. table 7. ave values of the research model & research variable reliability test results variable ave cr α fs .745 .897 .827 fer .710 .880 .796 fc .929 .963 .925 fpr .759 .927 .894 syukur, y., ardi, z., zahri, t. n., & putra, a. h. 217 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 table 7 also shows the ave values for all research variables have a value above .5 (ghozali & latan, 2015), so the ave value for the discriminant validity test can be said to be good. based on the test results through convergent validity and discriminant validity, it can be concluded that this research variable is valid, so hypothesis testing can be carried out. reliability testing reliability in this study was determined from the composite reliability value (crv) and cronbach’s alpha value (cav) of each variable. the composite reliability (cr) test was carried out by taking into account the crv, which can be said to be good if it is above .7. furthermore, the reliability test was carried out by taking into account the cav. a variable can be said to have high reliability based on the cav if it is above .6 (hair et al., 2021). based on reliability testing by taking into account the crv and cav, it can be concluded that each research variable has good reliability. once the validity and reliability requirements of the research model are met, testing the research hypotheses can continue. hypothesis testing hypothesis testing was carried out using the bootstrap method with the help of smartpls 4.0 software. the rule of thumb to support a research hypothesis is if the coefficient or direction of the variable relationship is in line with the hypothesis. furthermore, the hypothesis can be accepted if the t-statistic value is more than 1.96 and the probability value is less than .05 or 5% (hair et al., 2021). based on the results of testing the hypothesis with the bootstrap method, it is known that all the hypotheses proposed are accepted. the results of calculations using the bootstrap method in testing the hypothesis can be seen in table 8. table 8. research hypothesis test results o m sd t-statistic o/sd p information fs → fpr .672 .670 .053 12.669 .000 h1 accepted fer → fpr .148 .148 .051 2.881 .004 h2 accepted fc → fpr .214 .215 .020 1.553 .000 h3 accepted discussion the results of this study indicate that the first hypothesis (h1) is accepted, meaning that fs has a positive and significant relationship with fpr. in increasing fpr, it is necessary to observe fs. this accords with research conducted by wong et al. (2019) which found that support from family members can make a person feel happier. happiness is a positive psychological atmosphere that can make a person enjoy their life (djawas et al., 2022; ketterman et al., 2020). in the context of family life, someone who often gets support from family members tends to feel a psychological atmosphere conducive to happiness within themselves, and likewise with muslim university staff in indonesia. university staff who receive support from their families tend to be happy in their families because the support provided by their families can improve their ability to manage psychological conditions. the results of this study (h2) also show that fer has a positive and significant correlation with fpr. the high level of economic resilience provides the opportunity to meet most of the family’s needs. adequate meeting of needs can make family members prosper, and this welfare condition can improve each family member’s ability to manage psychological conditions. this concurs with research conducted by bonanno et al. (2015) which found that fer can increase family happiness. the third hypothesis (h3) in this study is also accepted. this means that fc has a positive and significant relationship with fpr. this is evidenced by a study which found that the level of task commitment in the family tends to give family members a feeling of justice determinant factor analysis of family psychological resilience: a study of muslim university staff in indonesia 218 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 in the family (talukder, 2019). in addition, a high level of commitment in the family makes family members trust each other (anand & vohra, 2020; erum et al., 2020). this condition will have the effect of making every family member happy. this atmosphere of happiness in the family can increase psychological resilience in the family (sherlock et al., 2022). this means that if conditions like this are created, then each family member can manage their own psychological condition in dealing with various conditions in the family. acceptance of the three research hypotheses shows that fs, fer, and fc are significantly related to fpr. this means that these three factors can be said to be the determinants of the psychological resilience of muslim university staff. to increase the fpr of muslim university staff, it is necessary to observe fs, fer and fc. university counseling centers have an important role to play in helping university staff experiencing problems with fpr. university counselors can use the family counseling model to help staff who experience these problems. the family counseling model is deployed by involving family members to achieve fpr. implications the results of this study are expected to be useful theoretically and practically. theoretically, the results of this study contribute to the development of family psychology studies and family counseling. in addition, the results of this study can be used in counseling services for muslim families. the results of this study can be used by university counselors in helping university staff who experience problems related to fpr. limitations and suggestions for further research the limitation of this research is that it only reveals three factors that determine the psychological resilience of muslim university staff. in addition, this study only reveals the direct effect of fs, fer, and fc on fpr. future research is expected to uncover other factors that influence fpr. then, further research is also expected to reveal the mediating and moderating effects of the cited variables that affect fpr. conclusion fpr is an important factor in achieving prosperity in the family. however, sometimes problems arise that can interfere with achieving this ideal condition, which is also experienced by muslim university staff in indonesia. three important factors are predicted to determine fpr, namely, fs, fer, and fc. these three factors were proven again through this research to confirm their truth in influencing the fpr of muslim university staff in indonesia. after conducting research, it is evident that these three factors have a positive and significant relationship with the fpr of muslim university staff in indonesia. to improve the fpr of muslim university staff, these three factors need to be considered. acknowlegment we thank universitas negeri padang for providing support for this research process. furthermore, we also thank all university staff in indonesia who have agreed to become respondents to this research. author contribution statement ys contributed to conceptualization, data analysis, and manuscript writing. za contributed to conceptualization, data analysis, collecting data, and manuscript writing. tn contributed to data analysis and manuscript writing. ah contributed to data analysis and manuscript revision. syukur, y., ardi, z., zahri, t. n., & putra, a. h. 219 islamic guidance and counseling journal vol. 6, no. 1, pp. 209-222, 2023 references abdullayev, a. n. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.1002/joec.12125 https://doi.org/10.1007/978-3-030-68479-2_2 https://doi.org/10.3390/ijerph18020748 https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&q=ungar%2c+m.+%282021%29.+multisystemic+resilience%3a+adaptation+and+transformation+in+contexts+of+change.+oxford+university+press.&btng= https://doi.org/10.1016/s2215-0366(19)30434-1 https://doi.org/10.1504/ijmed.2020.107403 https://psycnet.apa.org/record/2012-02536-017 https://doi.org/10.1111/jnu.12443 https://doi.org/10.1007/s10567-019-00293-1 https://doi.org/10.1007/s10567-019-00293-1 https://doi.org/10.1108/jfbm-09-2018-0037 https://doi.org/10.1007/s12144-022-03723-6 islamic guidance and counseling journal how to cite: alawiyah, i. t. a., taufiq, a., & hafina, a. (2019). the effectiveness of sociodrama to improve students’ anger management skills. islamic guidance and counseling journal, 2(2). 56-65. https://doi.org/10.25217/igcj.v2i2.397 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung available online: https://journal.iaimnumetrolampung.ac.id/index.php/igcj the effectiveness of sociodrama to improve students’ anger management skills iyum tsamratul ainil alawiyah1, agus taufiq, anne hafina universitas pendidikan indonesia, indonesia iyumalawiyah25@gmail.com1 article information: received january 6, 2019 revised february 21, 2019 accepted april 1, 2019 keywords: anger management; sociodrama; psychoeducational group abstract the school students still show aggressive behavior such as shouting, swearing and glaring when offended, mocking, kicking and fighting, all of these are because of the uncontrolled anger. the purpose of this study was to examine the effectiveness of sociodrama within psychoeducational group to improve anger management skills for class xi students of state madrasah aliyah 3 majalengka. a quasi-experimental method with 30 participants of class xi state madrasah aliyah 3 majalengka were administered. the random sampling technique was used in this study. the results of 40 items test for anger management skills scale obtained 30 items are valid (α = 0.90). data analysis to determine the effectiveness of the sociodrama to improve anger management skills through wilcoxon test. the results showed the skills to manage anger of students generally in the medium category, it means that students already have the skills to manage anger but it is not yet been consistent, therefore, sometimes students showed aggressive behavior and sociodrama technique within psychoeducational group is effective to improve students anger management skills. introduction adolescence is transition period between childhood to adulthood that signed by growth and development biological and psychological. biological is signed by the growth and development of primary sex and secondary sex, while psychological signed by unstable or erratic attitudes, feelings, desires, and emotions (santrock, 2014). furthermore, santrock (2014) suggests that adolescence is often referred to as a period full of storms and stress. the period in which emotional tension rises as a result of physical changes (hurlock, 1997). sanderse (2015) opinion that is in line with the opinion above that at the beginning of adolescence individuals are often unstable and impatient, caused to lack of self-control needed to become a mature person. changes that occur in adolescence as well as changes in their environment can often lead to emotional disturbances and behavioral disorders as a result of the pressures experienced by adolescence. hurlock (1997) also explains that adolescence mostly experience instability over time as a consequence and attempt to adjust to new behaviors and new social expectations. hurlock's opinion was reinforced by the results of a research in chicago by larson in 1999 that adolescence generally experience mood swings, where adolescence need only 45 minutes to change from a mood of extraordinary pleasure to extraordinary sadness, while adults need several hours for the same thing (larson & lampman-petraitis, 1989). important developmental tasks in adolescence are accepting more mature relationships with peers of any sex, achieving social roles as men and women, achieve emotional https://doi.org/10.25217/igcj.v2i2.397 https://journal.iaimnumetrolampung.ac.id/index.php/igcj mailto:iyumalawiyah25@gmail.com iyum tsamratul ainil alawiyah, agus taufiq, anne hafina 57 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 independence from parents and other adults, preparing independence, obtain a set of values and an ethical system as a guide in behaving (manning, 2002). development tasks that must be completed by adolescence are generally demands from the surrounding environment as an effort to adjust. environmental demands cause in pressures that cause in increasing emotional. motion is needed to help humans adapt to the environment more easily. swasti & martani (2013) suggest that humans need to learn how to control themselves, control and express their emotions to manage behavior in order to adapt well. in general, there are two kinds of emotions in humans namely positive emotions and negative emotions. joy, love, emotion are some forms of positive emotions, while depression, disappointment, sadness, anger and many more are forms of negative emotions (safira & saputra, 2009). in life, there are various factors that can cause anger in individuals. according to bhave & saini (2009), the thing that most often causes anger is when someone faces an inappropriate situation, feeling frustrated or disappointed and when having a desire that is not fulfilled. the phenomenon of lack of emotional management skills occurs also in state madrasah aliyah 3 majalengka and based on preliminary studies that have been carried out through interviews with guidance and counseling teachers of state madrasah aliyah 3 majalengka, the result is that in state madrasah aliyah 3 majalengka there are still many students who cannot control their emotions, especially anger. like what happened with two female students who fighting at school and were seen by other students. there are also students who fighting on social media because they tease each other and status war. other phenomena in school, based on the observations of the authors also showed that in the class there were still some students who still showed aggressive attitudes due to perceived angry, such as shouting when talking, making fun, swearing and glaring when offended and not receiving words his friend, cornered each other, talked too much, give nicknames, mock, kick and when they joke together and suddenly turn into a quarell and even a fight. likewise, in overcoming emotional feelings students express it by indulging in excessive anger, such as: loud, yelling, hitting, crying, bullying and fighting. the phenomena mentioned above are strengthened by the statement of barlow et al., (2017) that individuals who are unable to control emotions are easily frustrated, anxious and resolve problems in emotional ways. adolescence have not been able to control emotions more precisely and express emotions in ways that are accepted by society (santrock, 2014). various behaviors of inability to manage emotions are a picture of uncontrolled emotions, and reflect a heightened emotional imbalance, even though emotions play an important role in individual behavior (goleman, 2006). based on the previous statement, needed an ability to manage emotions. the ability to manage emotions is the highest component of emotional intelligence. goleman stated that emotional intelligence is an ability that someone have in motivating themselves, endurance in the face of failure, the ability to control emotions, and the ability to regulate the state of the soul. adolescence who are better able to manage emotions, they will be better able to cope with any discomfort experienced (fernández-berrocal & aranda, 2017). therefore, adolescence able to manage the emotions of anger and are able to express emotions of anger in ways that are more acceptable then it is necessary to develop a method or technique of guidance and counseling that is appropriate needs of students in school, specifically techniques for improving students' anger management skills. one of the technique in guidance and counseling to improve students' anger management skills is sociodrama. sociodrama techniques are usually used as a formulation for social problems. this is in accordance with the statements of kellermann (1998) and carter (2009) which state that sociodrama is usually used to deal with social problems. furthermore, kellermann (2007) said that sociodrama is an experiential group as a whole procedere for social exploration and the effectiveness of sociodrama to improve students’ anger management skills 58 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 intergroup conflict transformation and sociodrama was develop as a deep action method for dealing with intergroup relation and collective ideologies. anger is a form of emotion and is included in negative emotions. anger is an emotional phenomenon, an emotional reaction, and has the characteristics of sympathetic nerve activity, as stated by three following experts. psychologically, anger is an emotional phenomenon (wetrimudrison, 2005). in more complete version, chaplin (1997) in the dictionary of psychology explains that anger is an acute emotional reaction that arises because of a number of stimulating situations, including threats, outward aggression, self-restraint, verbal attacks, disappointment, frustration, and characterized by strong reactions to the autonomic nervous system, especially by reactions to outward attacks, whether somatic or physical as well as verbal or verbal. kop et al., (2011) suggest anger is an emotion that has the characteristics of a high sympathetic nervous system activity. the specific nature of the individual response are important factors in the autonomic nervous system responses to emotional states (kreibig, 2010). the ability to manage emotions is very important because when a child or adolescence can regulate his emotions therefore he will be more productive than children who lack emotional skills. people who are emotionally intelligent or able to manage their emotions have been described as people who are able to adjust well, warmly, sincerely, persistently and optimistically. this is believed to include social and cognitive functions as related to emotional expression (schutte et al., 1998). according to goleman (2006) that managing emotions is to deal with feelings so that feelings can be expressed correctly which depend on self-awareness that is recognizing feelings when those feelings occur. furthermore, goleman argue that managing emotions is the ability to regulate feelings, calm down, escape from anxiety, moodiness or offense, in order to balance emotions (balance between feelings and environment). in line with goleman, according to gentry (2011) anger management is an individual's ability to control the anger possessed and gave a response to it in a way that can be accepted by the surrounding environment. from this opinion we can draw a red thread that controlling anger is also called or equal to managing anger. anger has a very important role in the emergence of depression and is one of the factors that cause suicide risk for adolescence (cautin, overholser, & goetz, 2001). the inability to manage anger can have a negative impact on both yourself and others. the negative impact caused by anger according to bhave & saini (2009) is the existence of hostility, hatred, bitterness and hate, damaging aggression, verbal aggression, physical aggression, persecution and murder. in order for the negative impact of anger of students in schools to be overcome or minimized, there is a need for preventive or curative treatment that is guidance and counseling services. one of the services in guidance and counseling that is suitable for the ability to manage anger is sociodrama. the sociodrama technique used in the research will conducted within psychoeducational group, aimed to develop students' emotional management skills. in a recent study, sholikhah (2018) had offered psychodrama to improve emotional stability, but authors will use sociodrama instead. yusuf & nurihsan (2006) suggested psychoeducational group as the guidance intended to respond to the needs and interests of students. the topics provided in this service are common problems and not confidential. sosiodrama in guidance and counseling can be used as a technique to help students solve their social problems or develop social skills. sociodrama is one of technique that can be used to help counselee in expressing their feelings. the sociodrama technique that will be discussed in this research is about the understanding of sociodrama, the purpose of sociodrama, and the basic components of sociodrama. iyum tsamratul ainil alawiyah, agus taufiq, anne hafina 59 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 according to marineau (2013) sociodrama is science and art, focusing on the roots and meanings of intergroup relations and conflict, and ways to change them, if needed. sociodrama includes prevention and treatment. a more complete definition was put forward by blatner (2009) based on the assumption that certain groups and are organized are influenced by the social role and cultural level of a particular society. sociodrama as the basis for developing psychodrama methods, that is a method or technique based on and aimed to catharsis social conflict in general which occurs and develops in group interactions of a personal and group nature, by playing a role using the theater approach (drama). several studies have stated that sociodrama techniques have a positive relationship with emotional management skills so that the sociodrama technique is effective to improve the emotional management skills of high school students who have been tested theoretically through expert testing and have been practically tested through field trials (rahayu, 2009). furthermore, sociodrama to overcome students’ verbal aggression (sari, lasan, & sari, 2017; winarlin, lasan, & widada, 2016), improve assertive behavior (fidyah, rosra, & andriyanto, 2018), and foster cultural humility (loue, 2018). but these research did not focus on anger management skills improvement and did not reveal based on student background and the factors that influence the ability to manage anger. therefore, this research was conducted to examine and fill the gaps that have not been discussed by these studies. in general, the purpose of sociodrama is to help students solve problems that occur in their social environment through role playing techniques. according to eckloff (2006) sociodrama aims to provide opportunities for members to deepen their sensitivity and reason into social problems so that they can 1) increase social understanding; 2) increase knowledge about the participation of the counselee itself, and 3) increase emotional relationships or catalyze the role of many people by expressing the counselee's feelings about someone or someone else. therefore, the purpose of this study is to determine the effectiveness of sociodrama in imrove students’ anger management skills. these are the hypotheses of the study there is no difference in the average pre-test and post-test data, meaning that there is no significant difference after the intervention if sig ≥ 0.05 (h0), and there are differences in the average pre-test and post-test data, meaning that there are significant differences after the intervention if sig < 0.05 (h1). methods the research method used is quasi-experimental research. the research design used was one group of subjects (one group pretest and posttest design), which was a research design that only included one group which was given pre and post-test (subana, 2005). the sampling technique in this study is a random sample, namely the technique of determining the sample by mixing the subjects in the population so that all subjects are considered the same (arikunto, 2010). sampling is based on surahmad's opinion stating that "if the population is less than 1000 people, then sampling is at least 50% of the entire population. if the population size is equal to or more than 100, the sample size is expected to be at least 15% of the population size (riduwan, 2006). the population in the study was 150 people. then the sample is 15% of 150 people, as many as 23 people, but rounded up to 30 people. the research instrument used was a questionnaire to reveal the ability to manage anger. the purpose of using the questionnaire is to describe the ability to manage anger in class xi state madrasah aliyah 3 majalengka academic year 2017/2018. the grid and instruments used contain statements about emotional management skills developed from aspects 1) recognize anger, 2) control anger, 3) relieve anger, and 4) express assertive anger emotionally. the effectiveness of sociodrama to improve students’ anger management skills 60 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 the results of validity test 40 items for anger management instrument, obtained 10 items are not valid, so that the total valid question items are 30 items (the following are some statements on the instrument's ability to manage anger “usually when i'm upset, i hit whatever objects are near me.”, “when i am angry, i will reply to someone who hurt me without thinking about the consequences.”, “i feel unsatisfied, if i have not cursed people who make me angry.”, “when i am angry, i prefer to harbor my anger in my heart.”, “when i am angry i try to calm my feelings by regulating breathing.”. based on the results of the calculation of the emotions management skills instrument obtained reliability 0.90 which means that the degree of reliability of the instrument used is high, meaning that this instrument is able to produce scores on items with consistent and feasible to be used in research as a data collection tool. the hypotheses were tested with wilcoxon assisted by spss 25. results and discussion the results of the recapitulation of the categorization of the level of ability to manage anger of class xi students of state madrasah aliyah 3 majalengka in the 2017/2018 academic year which are used as research samples displayed in table 1. categorization total of students percentage high 8 people 26,7 % low 15 people 50 % medium 7 people 23,3 % total 30 people 100% table 1. an overview of the students' anger management skills based on the table 1, it is known that out of 30 students there are 8 students belonging to students who have the ability to manage anger with a high category (26.7%), there are 15 students who have the ability to manage anger in the medium category (50%) and 7 students who have the ability to manage anger in the low category (23.3%). this shows that in general the ability to manage anger in class xi state madrasah aliyah 3 majalengka in the academic year 2017/2018 is in the medium category meaning that students already have the ability to manage anger but the ability to manage anger is not always there or is not consistent so sometimes it still appears behaviors such as screaming, mocking, swearing, kicking and fights. aspect categorization total of student percentage recognize anger high 9 30% medium 14 46,7% low 7 23,3% control & relieve anger high 8 26,7% medium 18 60% low 4 13,3% express assertive anger high 3 10% medium 14 46,7% low 13 43,3% table 2. an overview of the ability to manage students' anger based on each aspect the ability to manage anger in this study was measured based on four aspects of the ability to manage students' anger namely, recognizing anger, controlling anger, relieving anger, and expressing assertive anger. the description of the ability to manage anger in class iyum tsamratul ainil alawiyah, agus taufiq, anne hafina 61 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 xi state madrasah aliyah 3 majalengka academic year 2017/2018 based on each aspect can be seen in the table 2. based on the table 2, it is known that the ability to manage anger in class xi state madrasah aliyah 3 majalengka academic year 2017/2018 based on aspects that measure the majority is included in the medium category means that students already have the ability to recognize anger, control and relieve anger, and express anger assertively. but this ability is not always present or not consistent. whereas students who are in the low category means that students do not yet have the ability to recognize anger, control and relieve anger, and express assertive anger. and students who have the ability to manage their emotions highly means that students already have the ability to recognize anger, control and relieve anger, and express anger assertively. the table 3. shows that there are differences between the results of the pre-test (m = 16.70, sd = 6.08), post-test (m = 22.70, sd = 3.96), wilcoxon value z = -2.619, and probability p = 0.008 < 0.05. therefore, the h0 is rejected and h1 is accepted, meaning that the student's ability to manage anger at the time of the post-test is greater than the score at the pre-test. in other words there are significant differences in students' anger management skills between before and after the implementation of sociodrama techniques. thus, the sociodrama is effective to improve students’ anger management skills. measurement experiment (n=30) pretest m 16.70 sd 6.08 posttest m 22.70 sd 3.96 z -2.619 p 0.008 (< 0.05) table 3. mean, standard deviation, and wilcoxon test results the ability to manage anger is very important for students, because when students are not able to manage their emotions, they will easily be frustrated, anxious and resolve problems emotionally (hubbard, 2016). research conducted by mayer, salovey, & caruso (2004) revealed that a person with high emotional management ability has a lower tendency towards violent and bullying behavior and is able to adapt. efforts to improve the ability to manage anger of students by conducting psychoeducational group services with sociodrama techniques. psychoeducational group services with sociodrama techniques in improving the ability to manage anger of class xi students of state madrasah aliyah 3 majalengka academic year 2017/2018 are arranged in the form of plans for psychoeducational and counseling group. the results of the effectiveness test using the sociodrama technique in improving the ability to manage anger of class xi students of state madrasah aliyah 3 majalengka in the academic year 2017/2018 using two different test results. the average shows the use of sociodrama techniques effective in increasing the ability to manage anger. the use of sociodramas is said to be effective because it works to improve the ability to manage students' anger both in whole and in every aspect, namely recognizing anger, controlling anger, relieve anger, and expressing anger assertively. the results of this study are in accordance with the objectives of the study and in accordance with previous studies, because the sociodrama technique has been proven to be effective in increasing the ability to manage anger. sociodrama techniques are suitable for improving the ability to manage anger because sociodrama techniques are techniques used to express various types of feelings that suppress (negative feelings) through an atmosphere that the effectiveness of sociodrama to improve students’ anger management skills 62 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 is designed in such a way that the client can freely express himself orally, in writing or through dramatic movements (surya, 1985). the improvement of students’ anger management skills built based on the awareness of his or her own feel. it is supported by loue (2018), sociodrama build an awareness of how individuals may feel alienated and dislocated, help to develop empathy, and provide an opportunity for individuals to explore possible responses to a variety of situations. the anger turned in to assertive behavior which more constructive. the assertive behavior will lead one’s to a better judgement and act appropriately, as fidyah, rosra, & andriyanto (2018) had proved the sociodrama will improve students’ assertive behavior. the authors have several limitations in the implementation of the following. research on the effectiveness of sociodrama techniques in improving the ability to manage students' anger is not independent of obstacles and limitations. time is one of the obstacles in implementing interventions. the implementation of sociodrama can only be carried out during break times or when subject teachers are not included in the class and only give assignments so the counselee feels tired because the break times is used for sociodrama activities. research on the ability to manage anger is not yet comprehensive because it only examines the ability to manage anger in class xi of state madrasah aliyah 3 majalengka not for all students at every level. the research method used is a pre experimental method with design one group pre test and post test so that nobody student becomes a comparison class or control class, so the effectiveness of sosiodrama techniques is less visible conclusions based on the results of research the ability to manage anger of students generally is in the medium category, it means that students already have the ability to manage anger but the ability to manage anger is not been consistent so that sometimes students showed aggressive behavior. sociodrama techniques within psychoeducational group is effective to improve emotional management skills. the results showed that several changes in the level of skills to manage anger among participated students after posttest. based on these results the skills to manage anger of participated students had a significant improvement. it can be assumed that psychoeducational group services through sociodrama techniques have proven effective for improving emotional management skills. guidance and counseling teachers need to be aware that increasing emotional management needs to be given to all students, this will be useful for students in undergoing the process of learning activities in school and will be useful also for students in carrying out their roles as family members and the community. acknowledgments the author expresses their sincere appreciation to dr. nurhudaya, m.pd. as head of the psychology department of education and guidance who has given motivation to authors to immediately complete this research, and dra. hj. euis damayanti, m.p. kim. who has given permission to carry out research in state madrasah aliyah 3 majalengka. author contribution statements ita conducted a preliminary study to obtained preliminary data, then formulated a draft of research topic for further investigation, and discussed it with ah and at. research begins by looking for theories that are in accordance with the topic of research, then making a research instrument. the instrument was then assessed by two supervisors, after the instrument received input from the supervisor then it was revised, the instrument was tested for its validity and reliability. ita made a procedure for implementing psychoeducational iyum tsamratul ainil alawiyah, agus taufiq, anne hafina 63 islamic guidance and counseling journal vol. 2, no. 2, pp. 56-65, july 2019 group by using sociodrama techniques to improve students’ ability to manage anger and write research reports. ah and at evaluated and re-checked the initial data, the implementation of sociodrama, and the results after careful intervention. thus, the technique used to improve the ability to manage emotions in accordance with the theory and answer research questions. references arikunto, s. 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(2019) first publication right : © islamic guidance and counseling journal this article is under: https://doi.org/10.25217/igcj.v1i1.188 https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&scioq=kathryn+%26+kathryn+konseling+remaja&q=subana%2c+sudrajat.+%282005%29.+dasar-+dasar+penelitian+ilmiah.+bandung%3a+pustaka+setia&btng= https://scholar.google.co.id/scholar?q=related:d09agrxori0j:scholar.google.com/&scioq=m+surya+psikologi+pendidikan&hl=en&as_sdt=0,5 https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&q=swasti%2c+i.+k.%2c+%26+martani%2c+w.+%282013%29.+menurunkan+kecemasan+sosial+melalui+pemaknaan+kisah+hidup.+jurnal+psikologi%2c+40%281%29%2c+39%e2%80%9358.&btng= https://www.tokopedia.com/ahdanshop/seni-pengendalian-marah-dan-menghadapi-orang-pemarah http://dx.doi.org/10.17977/um001v1i22016p068 https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&scioq=kathryn+%26+kathryn+konseling+remaja&q=yusuf%2c+s.%2c+%26+nurihsan%2c+a.+j.+%282006%29.+landasan+bimbingan+%26+konseling.+program+pascasarjana+universitas+pendidikan+indonesia+dengan+pt+remaja+rosdakarya.&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f. (2023). how is the muslim counselor’s experience in implementing single-session online counseling on adolescent?. islamic guidance and counseling journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3376 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung how is the muslim counselor's experience in implementing single-session online counseling on adolescent? mulawarman mulawarman1*, eni rindi antika1, shania dea menany soputan1, putri nur aini1, mayang t. afriwilda2, abi fa'izzarahman prabawa3 1 universitas negeri semarang, indonesia 2 universitas bengkulu, indonesia 3 universitas islam negeri salatiga, indonesia mulawarman@mail.unnes.ac.id* article information: received december 07, 2022 revised february 6, 2023 accepted april 11, 2023 keywords: counselor experience; online counseling; solution-focused single-session counseling abstract effective and efficient counseling service interventions are the goal of every counselor in providing psychological assistance to adolescents. this study aims at describing the muslim counselors' experience in implementing single-session online counseling services focusing on solutions for adolescents. before the researchers conducted this study, first of all, they were preparing instruments, and a list of questions, as an interview guide for data collection. after the data collection process, the researchers analyzed and interpreted the data. data were analyzed using a qualitative approach through thematic analysis. the data were then classified into three sub-themes; namely creating a safe and comfortable online counseling relationship, basic communication skills in online counseling, and time management in online counseling. the results show that relationship building in online counseling services requires counselors' acceptance, strategy, and self-disclosure. during the online counseling process, counselors need to apply basic counseling skills and specific techniques in solution-focused single-session counseling strategies. they are scaling questions, miracle questions, and exception questions. time management in the implementation of online counseling is also a challenge for counselors. flexible time needs to be managed properly so as not to hinder the counseling process. introduction online counseling today is a new trend in counseling services. online counseling is an option for counselees to get psychological help services for several reasons, including: fear of negative counseling stigma following counseling (joyce, 2012); hesitant to show real identity for privacy reasons (chester & glass, 2006; buchanan et al., 2007; shaw & shaw, 2006); living in areas far from psychological services (backhaus et al., 2012); emergency conditions such as the covid-19 pandemic (wind et al., 2020). in addition to these reasons, online counseling has also been shown to be as effective as face-to-face counseling (barak et al., 2009; drago et al., 2016). some research proves that online counseling using video conferencing is effective for depression (berryhill et al., 2019), anxiety (rees & maclaine, 2015), drug use (dugdale et al., 2019), stress (kim et al., 2018), increasing self-disclosure (prabawa et al., 2018), and academic honesty (prabawa & antika, 2021). not only that, the counselees also expressed high https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3376 https://orcid.org/0000-0002-6150-6027 https://orcid.org/0000-0002-6150-6027 https://orcid.org/0000-0003-3182-2018 https://orcid.org/0000-0003-3182-2018 mailto:mulawarman@mail.unnes.ac.id https://orcid.org/0000-0003-0436-4269 https://orcid.org/0000-0002-6740-1904 https://orcid.org/0000-0003-3054-1257 https://orcid.org/0000-0001-7424-1999 mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f 131 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 satisfaction with online counseling services, so online counseling can be used as an alternative to face-to-face counseling services (backhaus et al., 2012). there are 3 basic attitudes of counsellors that cannot be forgotten, including in online counseling , namely congruence or genuineness, empathic understanding, and unconditional positive regard (neukrug, 2015). online counseling using video conferencing is the closest mode to face-to-face counseling . counsellors can see verbal and nonverbal language although not as freely as in face-to-face counseling (barak, 1999; mccord et al., 2011). nonetheless, counsellors still aim to understand and provide a service that is as comfortable as possible to achieve counseling goals. counsellors can show empathy using emoticons, smiles, or warm words (prabawa & antika, 2021). on the other hand, online counseling has its own challenges in relation to religious traditions. religion-based counseling has its own characteristics and uniqueness in viewing human beings, achieving the goal of well-being, as well as in the practice of counseling services. according to the islamic view, the essence of a human being is created by allah in a state of difficulty and given trials to measure his patience and faith. allah says in the quran surah al balad verse 4 which means, “we have certainly created man into hardship” (ali, 2004). then, in the quran surah al baqarah verse 155 the meaning, “and we will surely test you with something of fear and hunger and a loss of wealth and lives and fruits, but give good tidings to the patient” (ali, 2004). referring to these verses, it can be learned that the problems experienced by adolescents should be resolved properly in order to get happiness and psychological well-being. therefore, they need to be given distinct interventions to increase their positive character and focus on optimizing their potential and self-development. counseling is an alternative intervention given to adolescents. counseling refers to an interpersonal relationship that involved a form of interpersonal interaction between a congruent, knowledgeable as well as skillful individual (counselor) to understand and assist another individual (client) in solving his issues. the pattern of therapeutic relationships in helping clients is reinforced in the al-quran surah al asr verses 1-3 which means, “by the ˹passage of˺ time! surely humanity is in ˹grave˺ loss, except those who have faith, do good, and urge each other to the truth, and urge each other to perseverance” (ali, 2004). the verse can be used as a foundation by the counselor that the importance of helping counselees through guidance, direction, and good communication, one of which is advice. through good and professional communication, it is hoped that it can reduce the problems experienced by clients. as a counselor, there are several principles that are widely practiced by counselors all over the world. the main three as promoted by carl rogers are empathy, congruence, and unconditional positive regard. empathy involves the ability to emotionally understand what another person is experiencing. essentially, it is putting you in someone else's position and feeling what they must be feeling. congruence also refers to genuineness. being congruent is being in touch with and genuine about own experience with ourselves and with our client. being congruent means staying connected with self, client, space and time and to share a persistent thought or feeling. the counselor who practices unconditional positive regard towards his client has deep and genuine caring for the client. on the other hand, problems also arise in the field of education. in other words, students are less open about the problems they face because they are afraid of teachers when they do personal counseling. students need comfort in mediation because the issues they face are usually also privacy issues (naini et al., 2021). some scholars argue that the ability of the islamic community online to give instant access to islamic teachings has accelerated the information delivery of major issues, and has created new discourses, where the power of the traditional sources of religious authority could be decentralized and contested by the general public (eltantawy, 2012). in short, counselors can use online counseling. how is the muslim counselor's experience in implementing single-session online counseling on adolescent? 132 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 the media used in conducting online counseling can be e-mail, web-based counseling, telephone, instant messaging and video conferencing (bloom & walz, 2003; goss & anthony, 2003; kraus, 2010). murphy & mitchell (1998) and hastuti (2021) state that there are two types of online counseling services, asynchronous and synchronous. some studies that have examined online counseling in indonesia are. prabawa et al., (2018) which developed a cyber counseling website with a realistic approach, hidayah (2020) who developed a cognitive behavior therapy (cbt) cyber counseling website and prabawa & antika (2021) again studied androidbased online counseling with a reality approach. the use of online counseling has its advantages and disadvantages. the advantages are that it can be accessed anywhere and anytime, which allows users to meet in real-time. it is also cost-effective, and time-saving (asrowi, 2012; hidayah, 2015; prabawa et al., 2018). then the primary weakness is that the users must have stable internet access (prabawa et al., 2018; prabawa & antika, 2021). therefore, in this study, the online counseling used is synchronous type.synchronous type of online counseling by using text message media also uses an approach or strategy that is similar to previous studies. the current study uses a solution-focused singlesession counseling approach. this approach allows a counseling process to solve problems as soon as possible by taking advantage of the existing potential and opportunities to achieve the desired solution (walters & corey, 2012). the brief counseling model does have many advantages. the advantages such as quicklyhandled problems and the counselor's emotional environment comfortability (bambling et al., 2008). another study, state that a solution-focused counseling approach can help adolescents solve their problems through online counseling programs (kit, et al., 2017). however, the study also noted the main limitations of conducting online counseling. they are the obstacles in capturing counselees' non-verbal language, which is needed to picture between the counselees' non-verbal language and what they speak (walters & corey, 2012). similar research was also conducted by osei-tutu et al., (2020). this study examined premarital counseling offered in christian and muslim settings in four urban centers in ghana. the results of the study offer important insights into religion-based premarital counseling in ghana. premarital counseling is used to help people approaching marriage examine their readiness for marriage, values, and expectations. then, research conducted by mahmood & abdallah (2020) examines the insights of how muslim counselors experience and overcome value conflicts in counseling muslim lgbt clients. the results of the study explain that muslim counselors experience conflicts related to the actions and intentions of their clients that conflict with religious beliefs. thus, the focus of the research to be carried out is different from previous research, where this research will focus more on the experiences of muslim counselors in conducting online counseling, where research results regarding this matter are still very limited. besides offering a number of advantages, online counseling conducted by muslim counsellors also has challenges. online counsellors also have challenges in the aspect of religiosity, just like muslim counsellors. zayed (2014) stated that islamic counseling practices are different from other counseling practices. in muslim countries such as malaysia, there has been a lot of research trying to develop islamic counseling . zakaria & mat akhir (2017) presented the theory and implementation model of islamic counseling in malaysia. referring to this research, this study seeks to further examine how online counseling is implemented by muslim counsellors in indonesia. this research will reveal the uniqueness of the implementation of online counseling conducted by muslim counsellors in indonesia. furthermore, flasch & fulton (2019) asserted that research on spiritual counseling should consider the cultural environment in which the counseling is provided. the research opens up the insight that in indonesia there is also a need to develop islamic counseling models and practices because the majority in indonesia embrace islam. mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f 133 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 the implementation of islamic online counseling also takes into account the comfort and trust of the counsellor. counseling in general considers the relationship between counsellors and counsellors of different genders to be normal. however, in the practice of islamic counseling , gender differences between counsellors and counsellors are considered. this condition is relevant to the results of research by askar et al., (2022) which suggests that the use of technology in the academic guidance process has proven to be effective for muslim students. this is because the use of technology through online counseling can provide distance between counsellors and muslim counselees. the technology used can facilitate muslim counsellors not to be in direct contact with counsellors of the opposite sex (not mahram) so that a sense of security, comfort, and trust arises. rationale of the study counselors plays a very important role in helping their clients to overcome or manage their symptoms with guidance. they could also help in developing strategies and skills such as coping mechanisms in order to minimize as well as manage the psychological effects of the issues. other than becoming an active listener, the counselor should be able to help the clients in managing their stress by turning it from a disturbance into a motivation. the ability to develop resilience and inner strength among those affected by mental health issues would certainly enable them to prevent themselves from further self-destruction. in general, a counselor serves as a helping hand to those who face psychological issues and they need somebody else to assist them in trying to overcome or even solve their issues. they need someone who has counseling knowledge, acquires related skills and techniques and most important of all is a counselor with a good personality. a counselor with good personality will keep the trust and will try his best to be a helping hand. suri, (2021) added that muslim counselors are able to show good morals (qs al qalam verse 4), are not prejudiced against others (qs al hujurat verse 12), and have good behavior to help others (qs al qashash verse 77). thus, islam urges muslims to develop a good personality to be role models to their fellow beings. therefore, this study seeks to describe the experience of muslim counselors in doing online counseling. objective this study aims at describing the muslim counselors' experience in implementing singlesession online counseling focusing on solutions to adolescent services. the functions of muslim counselors are closely related to their goals in life, personality, and character. nobody could deny that their responsibility to help their clients in achieving their psychological balance and well-being is a big contribution to the client’s current and future life. it is already islamic in nature. not only his own life but also his family, society as a whole, and most important is his aqidah. barak et al., (2009) suggests that online psychological help can use synchronous or asynchronous types. the focus of this study is to see the counselors' experience in applying the online counseling model with a brief counseling approach, especially in exploring the counselee's emotional condition and some communication problems that arise in online therapeutic interactions as well as how the counselor's strategy in overcoming some of these obstacles. methods research design this research method uses a consensual qualitative research (cqr) design (king et al., 2006). before the researchers conducted this study, first of all, they were preparing instruments, and a list of questions, as an interview guide for data collection. during the study, a forum group discussion (fgd) was held at the beginning and the end of the counseling service. in how is the muslim counselor's experience in implementing single-session online counseling on adolescent? 134 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 the initial fgd, the study chairman gave a briefing to the counselor who would carry out a solution-focused single-session online counseling service. the final fgd was carried out after the counselor carried out counseling services to reach consensual results. sample and data collection the subjects of this study were 9 muslim counselors. the qualifications of counselors who become research subjects are at least a graduate of the guidance and counseling. bachelor's program and have the knowledge and skills to apply solution-focused single-session counseling. the specific educational background of counselors varies. counselors provide online counseling services through chat messages (whatsapp), telephone, and video calls to adolescents aged ranging from 12 to 21 years. data were collected by interviewing the counselors who were selected as research subjects. interviews were conducted by referring to the interview guide which consisted of six questions (bambling et al., 2008). the data that has been collected is then analyzed. first, the researchers conducted a preliminary study to confirm that the prospective subjects were the right target and met the criteria. the sampling method is purposive sampling with criteria for this research subject are: (1) muslims who graduated from the guidance and counseling department; (2) have attended a single-session counseling training or workshop; (3) guidance and counseling teachers who have provided online counseling services by applying the principle of brief counseling, especially the solution-focused single session strategy. based on these criteria, the researchers conducted telephone interviews with 9 respondents. nine subjects were interviewed for about 30 to 45 minutes, or a maximum of 60 minutes, and recorded both audio and text. recorded data collection results were then followed up with data analysis and interpretation. then the data were classified into several categories following the field or theme, namely: (1) creating a safe and comfortable online counseling relationship; (2) basic communication skills in online counseling; and (3) time management in online counseling. the analysis process was carried out by identifying the counselors' experience data in implementing solution-focused single-session online counseling. once identified, the data were then reviewed and classified following the theme or field. data analysis techniques data analysis was carried out qualitatively through thematic analysis by classifying data referring to the study conducted by king et al., (2006). the data that has been collected were then classified into several categories following the field or theme. the themes were categorized into three classifications, namely: (1) creating a safe and comfortable online counseling relationship; (2) basic communication skills in online counseling; and (3) time management in online counseling. the analysis process was carried out by identifying the counselors' experience data in implementing solution-focused single-session online counseling. once identified, the data were then reviewed and classified following the theme or field. results and discussion results this study succeeded in interviewing 9 muslim counselors who fit the research sample criteria. the interview lasted approximately one hour and was conducted directly or indirectly by telephone. based on the interviews, it can be analyzed that the research results regarding muslim counselors' experiences in implementing single-session online counseling are classified into several significant sub-themes. following are the sub-themes of the interview results, namely creating online counseling relationships, fundamental communication skills in online counseling, and online counseling time management. mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f 135 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 creating online counseling relationship as every counselor knows, getting the counselee to talk deeply without first building a relationship is a great way to toward the therapeutic process. the online counseling process between counselors and counselees begins with building a therapeutic relationship. in this relationship, every counselor always tries to make a good relationship based on islamic values such as using appropriate clothes, being professional, and focusing on the counselee's face to see their expression and their problems. for example, subjects at, zn, dan mt for the opening they trying to be professional by having a structuring process, free talk, and direct focus on the topics. from at, she try to help counselee feelf comfort by said about her credibilitas as counselor to said: “…so the relationship is just between me and you, you trust me, i will be able to openly express what you feel, and so far they have been so long in text” some respondents such as zn, ha, su, wi, and be in this process make rapport. to build a good relationship at the beginning of counseling, respondents should have a special strategy, for example applying certain modalities to convince the counselee to gain trust. in this case, respondent zn said: "...when i did the (offline) counseling, i had a habit of starting the counseling process like a magical word. it also turned out that when i did online counseling, apparently i typed that too, whether it was just like getting carried away, but when i read this (chat), it's like i have the same structure…” meanwhile, mn respondents said: “… well, it's true, that's what i mean when it comes to direct (offline) counseling, it only takes a few moments, and it opens immediately if this (online counseling) it has to be like, what i said the opening was a little longer…” in addition, when doing online counseling, respondents ha and wi keep using informed consent and explaining the procedures for the counseling process so that counseling services can still run effectively and efficiently even in an online setting. as stated by a wi respondent: "...i always do the procedure like what i did in the lab, i asked them (the counselees) to fill out an informed consent in advance, then after that, i explained the process. the main thing is that it's clear that i will first explain what the (online) counseling procedure will be” in line with this, the be respondents said: “…initially, i still opened it formally, so when i was going to do (online) counseling, i was following the procedure. so that at that time the student can convey it in a better way, you know…” how is the muslim counselor's experience in implementing single-session online counseling on adolescent? 136 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 based on statements from be and mt in conducting online counseling, at the stage of building a relationship, the counselor continues to carry out the same procedure when opening face-to-face counseling. delivering structuring such as role limits, time limits, and the principle of confidentiality is applied to provide comfort to the counselees during online counseling. according to respondents, creating a good relationship in online counseling is certainly a challenge because it is hard to achieve attachment. one is that some counselees prefer face-toface counseling to online counseling and vice versa. mt conveyed that: “...online counseling is possible for some counselees, who find it difficult to speak directly, if (the counseling is done) via chat, there are some people who are even more comfortable. so when they are offered to meet in person or via chat, some people are more comfortable via chat, because it is more convenient for them to express words, indirectly. but, some feel that it isn't enough, it's better when it's faceto-face…” fundamental communication skills online counseling in the counseling process, communication is an essential skill for counselors. our respondents have an experience with it and explain the supporting factors and the types of their communication skills in online counseling. in addition, they explain some obstacles and solutions during the online counseling communication process and the use of media used as can be seen in table 2. table 1. counselor strategies in building online counseling relationships aspect counseling experience counselor strategies in starting online counseling 1. giving informed consent 2. asking the counselee's activity 3. opening with a neutral topic/problem-free talk 4. pray for a while 5. building a rapport 6. using magical words 7. conducting counseling structure the counselor's strategy provides a sense of security and comfort in online counseling. 1. counselors are open to counselees 2. ensuring the surrounding conditions and the readiness of the counselee 3. choosing a place that is free of interference (noise and crowds) 4. making a schedule following the counselors’ and counselees’ agreement 5. cultivating confidence in the counselee 6. counselors are fully present (attending) 7. using basic counseling skills to actively build relationships 7. showing empathy and a warm attitude counselors' efforts to foster trust in online counseling 1. providing comfort to the counselee (the counselor accepts the counselee as is) 2. demonstrating professionalism in counseling (delivering a code of ethics in counseling) 3. making the counselee believe the counselor can help 4. assuring confidentiality in counseling 5. explaining online counseling procedures 6. confirming that all information provided is only used for counseling purposes 7. willing to ask the counselee's permission first if the problem requires a third party mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f 137 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 table 2. counselors’ experience in applying basic online counseling skills aspect counselors’ experience online counseling supporting factors 1. counselors' honesty 2. counselors' openness 3. counselors' encouragement 4. application of basic communication skills techniques in counseling 5. solution-focused brief therapy techniques (scaling, prompting questions) 6. a convenient way of communication (chat, telephone, video) for the counselee. 7. the use of emoticons inhibiting factors of online counseling 1. the counselee does not directly feel the counselors' presence and acceptance 2. the counselee is reluctant to open 3. counselors find it hard to encourage counselees to be completely involved in the counseling process. 4. even the counselor has difficulty in full standby during the session 5. there is a long pause/duration of time in responding to the counseling session so communication is less efficient 6. counseling activities are carried out together with other activities 7. long counseling time. 8. misinterpretation of the counselee's statement 9. can’t see the counselee's body language 10. signal obstacle counselor strategies to help counselees communicate their emotions 1. using basic counseling skills such as open-ended questions, acceptance, leading, probing, a reflection of feelings, counseling approach, structuring, and rapport 2. using media such as emotion, images/links, 3. changing the medium of conversation via telephone/video call 4. motivating and directing the counselee to be open 5. counselors are also open to counselees applying basic counseling skills 1. applied basic counseling skills are leading, exploring feelings, clarification, accepting, scaling, probing, rapport building, paraphrasing, attending, and affection 2. conveying basic counseling skills via text messages in easy-to-understand language 3. paying attention to the intonation of speech 4. using emoticons 5. showing an expression to respond to the counselee's statement 6. encouraging the counselee to be open (deliver guarantees of confidentiality, discuss procedures) communication problems that arise in online counseling 1. barriers from the counselor himself 2. counselors' communication skills via text message 3. the use of exception questions and miracle question techniques is not understood by the counselee 4. difficulties in formulating specific goals of counseling 5. bad signal 6. can't see the client's gesture 7. can't respond directly to the counselee (physical touch) 8. counselees' self-disclosure is not optimal 9. a long pause/duration in responding to the counseling session 10. the direction in counseling discussions is lacking online counseling media 1. the way to communicate: chat, phone, video call 2. communication media: whatsapp application, instagram application, line application, google forms, videos, article links 3. communication features: underline, bold, voice note, emoticon how is the muslim counselor's experience in implementing single-session online counseling on adolescent? 138 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 in carrying out online counseling, respondents realized that there were things that supported and hindered the process. in addition, online counseling can be carried out because it can provide comfort for the counselee. the following is at's statement regarding this: “…if we go online, for example, they can go directly without indeed sometimes setting an appointment time. they are just becoming more expressive; they can also share their lengthy chats…” another respondent, mt conveyed the same thing regarding the counselees' who feel comfortable in online counseling, “… if (it is conducted) via chat, there are some people who are even more comfortable. so when, for example, we offered them to choose between meeting in person or via chat, some people are more comfortable via chat, because it is more convenient for them to express like, by words…” more specifically, based on the counselors' experience, the perceived barriers are in line with those presented, as expressed by we: “…umm i think there is a slight problem in the motivation to make the person concerned feel the process more, sir…” “why it is difficult because we can not fully capture their body language..” some other inhibiting aspects were also expressed by su. we can not see how the expression looks in its entirety, so when we say that we are relieved, we can say how relieved we are but we can not read from the physical directly. “…then they can not even catch how sincere we are, they can't even help expressively either…” “…and even more so, if we write a text, for example, sometimes we may also read it with a different intonation. in the end, the capture might also be different…” how to use media 1. using features at the right time 2. using a user-friendly application 3. adapting to the media selected by the counselee 4. using acceptable language for the counselee 5. changing the communication media if obstacles are found 6. using emoticons 7. using the whatsapp chat feature as a pre-counseling session effectiveness level of online counseling media 1. helping to explain to the counselees about their condition 2. saving time 3. communication media must be adjusted to the level of the problem so that it will be effective 4. the use of communication via whatsapp and telephone is the right choice mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f 139 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 "...signal..., the signal is really slow when i'm sitting in one place, the signal is lost, then i should move to a place where the signal is good” in addition, the things that hinder the counseling process are faced by respondents with great efforts to help the counselee in expressing himself. counselors overcome this by using basic communication skills to help counselees feel comfortable, safe, and open about themselves. as stated by zn: "...(it is about) how to get him to believe or something, yes, i did it many times, i said many times to them that they had to underline this, i said many times that i invited him to collaborate in the third counseling, well then i say honestly that i have to know first about their condition when i don't know about their condition and about what they are worried about, and about their story, then i can't analyze it. later i can't find it, what is it, find the best way for them together, so they should tell me more about their condition." the following is su's statement regarding the obstacles he experienced: "then he (the counselee) also can't understand how sincere we are. he can't even help expressively. he can't even look at our body language to the fullest, and we need sentences to build his confidence so that we can sincerely help. and even more so, in some cases, if we write a text, for example, we might read it with a different intonation. in the end, what they convey from our message might also be different (from what we mean).” online counseling time management time management of online counseling services is another obstacle that can become a boomerang if the counselor cannot manage it properly. the respondents have a few experiences which can be seen in table 3. the following are the opinions of we regarding the provision of solution-focused singlesession online counseling services: "feeling the benefits of effective single session counseling, an accurate and fast response will also help counselors to help many people. since it doesn't take a long time so i think implementing online single-session counseling will be very effective” mt also support this statement: "well then i think it's quite helpful for ..... uh, um typical people who want it fast, so it's like asking what's your immediate problem, what do you want, how do you want it to be done, like that, umm in my opinion (that's what) ssc (is)” how is the muslim counselor's experience in implementing single-session online counseling on adolescent? 140 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 based on the statements of the two respondents, they emphasized that counselors who carry out online counseling services experience the benefits in terms of time to help counselees' problems, including those who want a short counseling process. as stated by at: "the result is that they are usually (say), thank you, ma'am, for listening. (it seems like they) feel (the counseling is) meaningful, besides that, (the counselee) feels relieved, (and) feels satisfied that we helped him” table 3. counselors’ experience in online counseling time management aspect counselors’ experience counselors' opinions on the provision of solution-focused single-session online counseling services 1. helping the counselees much 2. financially friendly 3. short time 4. efficient, accurate, and fast 5. beneficial 6. very much needed nowadays 7. specific live solution flow the process and results of online counseling applied 1. helpful because it is effective and efficient 2. need cooperation with the counselees 3. making counselees more active 4. having an impact on time 5. positive response 6. in terms of the process, it is time-efficient, but the results are not comprehensive (it does not even touch the core of the problem) 7. the process and the results are very effective. 8. the application of the solution-focused brief therapy technique in online counseling can help the counselee feel more comfortable the difference between online counseling and face-to-face counseling 1. limitations in the implementation of online counseling prevent counselors from providing optimal services 2. body language is not visible 3. draining the mind to run effectively 4. there is a long pause/duration of time in responding to the counseling session so communication is less efficient 5. eye contact and face-to-face can not be recognized 6. taking a long time in the opening process 7. conditioning takes quite a long time 8. the counselee is reluctant to open up 9. difficulty in managing time 10. lack of attachments 11. distracted by the surroundings time management in online counseling 1. the average time allocated for providing online counseling is 7 am 10 pm 2. unsatisfactory time allocation 3. flexible time management (according to the client's circumstances) 4. it is not time-consuming so it can be done while doing other activities 5. it becomes unmanageable due to differences in standby time of both parties (counselor and counselor) 6. running according to the agreement or promise (implementation via video conference or cell phone) mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f 141 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 in contrast, we stated that one of the online counseling evaluations reported that counselors could not see the counselee's body gestures. "for the evaluation, sir, because i didn't see his body gestures directly." another statement expressed by we is that achieving a comfortable evaluation process requires good cooperation with the counselees. one of which is developing good relationships involving counselors and counselees. the following statements from we: “...the evaluation of this process also needs help from the counselee who has a good cooperative nature. then for follow-up, i think it's even more convenient to use online because it can take a long time to see the changes experienced by the counselee…. ”. based on the answers of several respondents above, it can be said that most of them think that the evaluation of the process and the evaluation of the results varied. many respondents express positive results from the counselee because they think the counselor has helped them overcome their problems. the difference between online counseling and face-to-face counseling also presents many things that have been described by several respondents, such as the lack of direct understanding of the counselee's body language or gestures, the perceived lack of attachment, and the issue of time that makes online take a long time. in contrast, when offline, it only needs one time to finish one session. as respondents, su, mn, and zn described: "in my opinion, the difference is as well as an obstacle, we can't see the body language, facial expressions and see in-depth towards the counselee in expressing the problem or in taking solutions...” "...then the second in terms of umm, in terms of time, in my opinion, online (session) is longer (than the offline session) because the conditioning during the chat as what you have said that (it) conveys the counselees' emotions that changed, i think (that i am) more able when it is direct (counseling) than online (counseling), online (counseling) takes more time". “...the most basic difference in my experience is attachment. i, umm, personally think (that), well, when counseling, offline counseling makes me able to attach to my counselee….”. from the statements by the respondents, many complained about the difference between online counseling services and offline counseling (face-to-face). most of the respondents said they were unable to achieve the counseling goals because body language, eye contact, and face to face were very difficult to achieve attachment. in terms of time management, the very diverse experiences of some respondents are often an obstacle or even an advantage. counselors have provisions to arrange online counseling time according to each counselor's activities. the followings are statements of some respondents who gave time allocation to carry out online counseling with counselees by respondents we and at: how is the muslim counselor's experience in implementing single-session online counseling on adolescent? 142 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 "ah, at that time, i allocated more time so (it was) from noon to evening". "in the chat, err i usually go late in the afternoon until late at night after around 7 pm". another respondent stated that it is possible to find a certain schedule. because they are islamic counselors, the schedule has arranged counseling schedule is scheduled not during pray hours. we said that: “at that time i allocated more time from so from midday to asr. or from maghrib to 9 pm or 10 pm so the counselee at that time i gave it in the afternoon or at night if this also helps the counselee who has a job and i also have responsibilities so the initial sensitivity as well as the time contract at the beginning is also an important part of implementation of online counseling, so the counselee is safe the counselor is comfortable so the counseling session is also safe.” unfortunately, they face obstacles because the counselor or the counselee was not standing by in the counseling session. as described by respondents wi: "yeah, umm, we don't know whether they (the counselees) were standby or not. i think the time management is still lacking, isn't it?” "...it turns out that we should make a contract. like when we should start and when we should finish. we as the counselors are looking for a place that is free from distractors in our environment" however, other respondents state that it is good to implement online counseling because they have flexible time. as stated by respondents zn, mn, and b: "when i have time, (i can be) flexible, sometimes i open my wa chats again late at night, when my kids are asleep, at half-past 10...". “...i'm looking for a schedule when i'm free and so is he ...”. "err..., i had an appointment, beforehand...". based on this experience, the problem of time management provides a "pause" which is often perceived as an obstacle by respondents because it allows a barrier to establishing a facilitative relationship between the respondent and the counselee. this flexibility needs to be managed so that the counselor and counselee do not wait for each other. discussion the findings in this study show that building effective working relationships or alliances are the most common and essential therapeutic factor in counseling (wampold & imel, 2015). some researchers have emphasized that effective relationship formation is the most important criterion for measuring counselors' expertise in counseling (hill et al., 1997). an effective relationship is formed when the counselor can appreciate and respect the counselee, thus creating a sense of security and trust in the counselor. this condition is emphasized in the word mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f 143 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 of allah qs an-nisa verse 86 which means, “and when you are greeted, respond with a better greeting or at least similarly. surely allah is a ˹vigilant˺ reckoner of all things” (ali, 2004). this condition is also because the disclosure of counselee problems and their relationship to privacy may be experienced by online counseling counselees. one reason is perhaps that they do not have to reveal their character directly (cartreine et al., 2010; situmorang, 2020). convenience in face-to-face counseling makes counselors need to make more efforts to ensure counselees feel comfortable and safe when conducting online counseling to achieve attachment. it is relevant to petrus & sudibyo (2017) argument that one of the weaknesses of online counseling is the dynamic growth in the counseling process. so, to achieve dynamics, the counselors sometimes conduct self-disclosure as a stimulus for the counselee and show his complete presence for the counselee so that the counselee feels accepted and can be open to convey problems. ahmad (2013) and kurnanto (2016) a sense of comfort and trust arises if the counselor provides attending (qs al furqon: 63); ask (qs huud: 76); and empathy (albaqarah: 155). ozer (in seda donat bacıoğlu, 2019) states that counselors have neither positive nor negative tendencies towards online counseling. in the process of building a therapeutic relationship, the therapist needs to be self-aware and aware of some of the religious and cultural factors that can affect the client-therapist relationship. having a basic knowledge of these factors will assist the therapist in relationship building, assessment, communication strategies, and therapeutic interventions (rassool, 2021). the distinctiveness of muslim counsellors in opening online counseling is when they greet the counselee by using "salam" and inviting prayer before starting counseling . the typical greeting from muslim counsellors is "assalamualaikum". nasution & nasution (2017) assert that the use of greetings in islam means praying for safety, being given grace, blessings, rewards, and congratulations for those who are successful and successful in life. this is relevant to the purpose of counseling to provide hope, find solutions, success, and independence in life (de geest & meganck, 2019; mulawarman & suharso, 2018). the prayer commonly used by muslim counsellors in starting activities is "al-fatihah". prayer is used to gain spiritual strength that can increase self-confidence or optimism in achieving goals. rassool (2021) added that remembering god in counseling practice will form a trusting relationship between the counsellor and the counselee. when compared to counseling in general, counseling practices of muslim counsellors have additional spiritual aspects in the counseling process. zakaria & mat akhir (2017) call counseling that adds spiritual aspects such as islamic values, ethics, interventions and therapies to the counseling process modified counseling . modified counseling practices are often used in muslim-majority countries such as malaysia. a distinctive feature of muslim counsellors found in the counseling experience is the offer made by the counsellor to choose a counsellor of the same gender (male to male and female to female). the offer upholds the teachings of islam that men and women who are not muhrim should not see each other in intimate nuances and are encouraged to lower their gaze. this is corroborated by the hadith and surah an-nur verses 30 and 31. the hadith states that, "never should a man be alone with a woman unless he is with his muhrim" (hasyim, 2005). although in online counseling there is a distance that separates the two, they can still meet face-to-face through synchronous mode. islamic teachings also explain that between men and women who are not muhrim to keep their eyes on each other. this is explained in allah's word surat an-nur verses 30-31 which means "say to the men who believe: let them restrain their gaze, and keep their private parts; that is more pure for them, verily allah knows best what they do. say to the believing women: let them restrain their eyes, and their private parts, and let them not show their adornment, except that which is (ordinarily) apparent from it. and let them draw their veils over their chests, and let them not show their adornment except to their husbands, or their fathers, or their husbands' fathers, or their sons, or their husbands' sons, or their brothers, or their brothers' sons, or their sisters' sons, or the women of islam, or the slaves how is the muslim counselor's experience in implementing single-session online counseling on adolescent? 144 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 they own, or the male servants who have no desire (for women), or children who do not yet understand the female form. and do not tap their feet that they may discover the adornment which they conceal; and repent to allah, o you who believe, that you may be fortunate." keeping the gaze in counseling practice with muslim counsellors is certainly different from the general counseling provisions. counseling in general recommends eye contact in the counseling process. dowell & j.s. (2013) said that nonverbal language such as leaning forward and eye contact can increase the therapist's perceived empathy, therapeutic alliance, and credibility in counseling . therefore, muslim counsellors need to remain mindful of the therapeutic alliance and provide empathy through different strategies. strategies that can be used to maintain therapeutic relationship and empathy in online counseling can be done by: 1) providing emojis that match feelings; 2) responding with subtle and soothing language; or 3) responding with warm language when providing written comments (kraus, r., stricker, g., & speyer, 2010; prabawa & antika, 2021). muslim counsellors also pay attention to ethics in counseling related to the way they dress. dress is already regulated in online counseling ethics, but in islam there is an emphasis on aurat. the important thing in dressing is to cover the aurat which should not be shown to the opposite sex. the suggestion is explained in the qur'an letter al-a'raf verse 26 which means: "o children of adam! indeed we have revealed to you clothing to cover your aurat and adornment for you. but the garment of piety is better. such are some of the signs of allah's power. may they remember". furthermore, it is confirmed by kusmidi (2016) that the aurat in women is all limbs except the palms of the hands and the face, if men are included in the aurat is from the navel to the knees. referring to this study, a person who conducts counseling should dress politely, neatly, and cover the aurat. in table 2 shows online counseling can support the implementation of counseling because of the media that makes it easier for the counselee to get counseling services. stoll et al., (2020) calls it increased access, availability, and flexibility of counseling services. technology provides great access to counselees because it can reduce the problems of distance, time, and mobility barriers in face-to-face counseling (price et al., 2022). furthermore, online counseling can still help counselors to show openness, honesty, and encourage counselees for smooth counseling. stoll et al., (2020) mentions that this can increase acceptance between counselors and therapists and show satisfaction with online counseling services. in addition, some factors hinder the implementation of online counseling. according to stoll et al., (2020) the barriers in online counseling are privacy, confidentiality, and security issues, then the ability of counselors and the need for special training, communication problems in technology, research gaps, and emergency problems. some basic communication skills applied in online counseling such as acceptance, leading, paraphrasing, attending, the reflection of feeling, structuring, clarifying, summarizing is often used by the respondents during the online counseling process. more specifically for single session counseling, generally, the techniques applied are scaling questions, miracle questions, and exception questions. ahmad (2013) found 15 verses related to basic communication skills, including: 1) establishing good rapport (surah an-nisa verse 8); 2) attending (surah al-furqon verse 63); 3) asking (surah huud verse 76); 4) empathy (surat al-baqarah verse 155); 5) paraphrasing (surat al mukminum verse 96); 6) confrontation (surah an nahl verse 125); 7) interpretation (surah ali imran verse 159); 8) management (surah al a'raf verse 199); 9) clarification (surah ali imran verse 66); 10) facilitation (surah al furqon verse 57); 11) metaphor (surah al-hajj verse 73); 12) leading (surah ash shu'ara verses 215-216); 13) responding (surah al-hashr verse 18); 14) summarizing (surah al-israa verse 28); and 15)negotiation (surah an-nisa verse 114). the respondents acknowledged that they implement these skills the same as face-to-face counseling services. the main difference was that it was delivered in written language. stoll et mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f 145 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 al., (2020), in his study, conveys that one of the online counselings is by using text-based media. novella et al., (2022) emphasizes that there is no significant difference between the implementation and results of online counseling and face-to-face counseling, especially for college-aged counselees. the application of this technique is in line with mulawarman & suharso (2018) stating that the principle of brief counseling can help students go through three concise stages, namely: (1) helping the counselee explore the problem, (2) helping the counselee formulate the desired goals and results, and (3) helping the counselee to take an action plan following the goals he has made. this approach directs the counselee to set goals and perform some tasks to achieve change. during online counseling, however, the counselor conveys it through text messages and/or voice notes, telephone, or video calls. in addition, the application of online counseling communication has challenges or problems. one of them is ensuring that the counselee feels the presence and acceptance of the counselor and the use of written language that requires skills to convey intention and purpose. stoll et al., (2020) calls it a problem of communication and counselor competence that requires special training. a way, that respondents employed to overcome the problem, was by using certain emoticons as a medium for conveying messages. it is in line with petrus & sudibyo (2017) who state that counselors must possess high imagination skills and the ability to interpret written words or any forms of motion and animations used in the communication process. table 3 shows that time management has become an influential thing in the implementation of online counseling, especially single session focused solutions. it is in line with a study conducted by king (in novella et al., 2022) that the biggest problem experienced by adolescents during online counseling is identified due to time constraints. examining the counselors' experience, the results of interviews with 9 respondents who have different statements regarding time management during online counseling are solution-based. this single-session online counseling activity gave an impression to the respondents, especially in terms of time which were considered very effective. in line with the statement by kelly & lees-oakes (2021) that online counseling is quite effective because of distance constraints, while the problems faced by counselees need to be addressed immediately. therefore, online counseling that applies a single session is believed to be very useful and helpful for both counselors and counselees. in line with the results of the study conducted by mansyur et al., (2020) that online counseling is a strategy that can be used by adolescents who need counseling for a short time. the interesting thing that characterises the practice of single-session online counseling by muslim counsellors is the time contract. muslims have an obligation to perform worship five times a day, so during worship time it is recommended to leave all worldly work. this is corroborated by the word of allah in surah an-nisa' verse 103 which means, "and when you have completed the prayer, remember allah standing, sitting, or [lying] on your sides. but when you become secure, re-establish [regular] prayer. indeed, prayer has been decreed upon the believers a decree of specified times". referring to this, it is recommended for muslim counsellors to make a time agreement with the counselee so as not to carry out counseling at or near the time of worship. if counseling is conducted during the time of worship, it is recommended to give a pause and continue after the worship is over. this time contract and worship conditions can be conveyed by the counsellor at the beginning of counseling (structuring stage). similarly, day & sparacio (1980) stated that structure is the establishment of mutual understanding and agreement between the counsellor and the client regarding the characteristics, conditions, procedures, and parameters of the counsellor. structure should be used to help achieve counseling goals. one of the structures in counseling is the time limit. time limit serves to determine the time duration and implementation time for counseling . time limits are important during single-session online counseling because it is only conducted in how is the muslim counselor's experience in implementing single-session online counseling on adolescent? 146 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 one session. this is corroborated by de geest & meganck (2019) who said that time limits provide clarity of steps that focus on counseling goals. this is in line with the goal of single-session online counseling which directly focuses on finding problem solutions. considering the process and results, online single-session counseling services also provided different answers from each respondent. the result was that the counselees experienced being helped because they were willing to share the problems, they were facing even though it was online. in line with the results of a study conducted by vongtangswad et al., (2017) stating that counselees can vent their burdens so that they become more relieved through online counseling. it was supported by the results of the study conducted by vongtangswad et al., (2017) stating that it could hinder the dynamics of online counseling including limiting communication and causing misinterpretation of messages. hanley (in asri, et al,, 2020) mentions there are three steps to achieve an online therapeutic alliance. haryati (2020) considers online counseling is aimed at solving problems because psychological contact does not get enough space in paying attention to facial expressions, counselees' body language, and verbal cues. as stated by haryati (2020) the counselor can provide even 24 hours a day to provide opportunities to reach the counselee widely. vongtangswad et al., (2017) considers communication through typing that can take a long time, resulting in a disrupted communication flow. yurayat & seechaliao (2021) describes it as a platform for online counseling to be a communication channel that can provide flexibility of time and place for counselees. vongtangswad et al., (2017) claim that the online counseling process can hinder the flow of correspondence because the counselor needs to wait for a reply from the counselee. koutsonika (2009) states that online counseling is not a simple process. instead, it is a complex process with many different and challenging issues with its characteristics. it also deals with ethics, technology use issues, educational background, skills, legal issues, business, and management issues. implications the results of the study are expected to have implications for the process of online counseling services in schools. the experience of each muslim counselor in conducting online counseling may be different. however, by knowing and understanding how the online counseling experience is carried out by muslim counselors, it can be known what kind of framework is needed by counselors when conducting online counseling. limitations and suggestions for further research limitations in this study are that the results cannot be generalized widely and this study is not comprehensive because it only focuses on the experience of counselors in conducting online counseling and its development.thus, the researchers recommend further research. for future researchers, more specific studies regarding online counseling services sessions and the effectiveness of its services can be good issues to study. in addition, future researchers can use research methods whose results can be generalized in a broad scope. then future researchers can focus on the competencies or skills needed by counselors in providing online counseling. future researchers can also choose subjects from academics and practitioners to find differences in the competencies of counselors. conclusion referring to the data, the researcher can formulate some conclusions. the process of building rapport requires specific strategies and the use of informed consent.the counselor's self-disclosure is also very influential on the counseling relationship. the counselor needs to show full acceptance (attending) so that the counselee can open up. the assistance process can also run well when the counselor applies basic counseling skills and specific techniques in brief mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f 147 islamic guidance and counseling journal vol. 6, no. 1, pp. 130-151, 2023 counseling. the brief counseling techniques applied in online counseling services are scaling questions, miracle questions, and exception questions. online counseling has a challenge for counselors, namely regarding time management. flexible time needs to be managed properly so that it does not become an obstacle in the implementation of online counseling services. currently, it is booming and widely echoed related to 21st-century learning. it is also often associated with the demands of students' skills that must meet the critical, creative, communicative, and collaborative elements. considering that the students faced by counselors today are generation z and alpha, counselors need to keep moving dynamically and adaptively. one of them is to provide counseling services by utilizing technology as one of the characteristics of 21st-century learning. therefore, to improve professionalism on an ongoing basis, counselors need to constantly develop various skills to provide professional counseling services both face-to-face and online. so that in the end, counselors can help students achieve optimal development. acknowledgement this project is funded by the budget execution 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(2017). conceptual and practical understanding of counseling in islam. malaysian online journal of counseling, 2(1), 15–27. google scholar copyright holder : © mulawarman, m., antika, e. r., soputan, s. d. m., aini, p. n., afriwilda, m. t., & prabawa, a. f (2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.4324/9780203582015 https://doi.org/10.1016/j.invent.2020.100317 https://doi.org/10.5539/jel.v10n4p143 https://doi.org/10.1007/s10943-016-0246-3 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&scioq=the+holy+qur%ca%bca%cc%84n%3a+arabic+text+and+english+translation.+islam+international%2c+2004.&q=zayed%2c+t.+m.+%28n.d.%29.+conceptual+and+practical+understanding+of+counseling+in+islam.+malaysian+online+journal+of+counseling%2c+2%281%29%2c+15%e2%80%9327&btng= islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: purwanto, s., ahmad, m., said, z., anganthi, n. r. n., & zulaekah, s. (2023). effect of mindfulness dhikr breathing therapy for insomniacs on quality of life: a randomized controlled trial. islamic guidance and counseling journal, 6(2). https://doi.org/10.25217/0020236368800 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung effect of mindfulness dhikr breathing therapy for insomniacs on quality of life: a randomized controlled trial setiyo purwanto1,2, mahadir ahmad2*, zaini said2, nisa rachmah nur anganthi1, siti zulaekah3 1 universitas muhammadiyah surakarta, indonesia 2 universiti kebangsaan malaysia, malaysia 3 universitas muhammadiyah surakarta, indonesia mahadir@ukm.edu.my* article information: received april 22, 2023 revised may 11, 2023 accepted june 24, 2023 keywords: insomnia; intervention; mindfulness; quality of life abstract this study aims to investigate the impact of mindfulness dhikr breathing therapy on the quality of life among individuals suffering from insomnia. this study involved forty-seven participants who were randomly allocated into three groups: mindfulness dhikr breathing (mdb), progressive muscle relaxation (pmr), and a control group that did not receive any treatment. the participants were adults aged between 20 and 35 years, with 78.72% female and 21.28% male. among the participants, 91.49% were students, while 8.51% were employees. the treatment period spanned 28 days, with four sessions conducted every saturday. the primary outcome measure was the assessment of the quality of life, which was evaluated using a valid and reliable world health organization-quality of life (whoqol) bref questionnaire. statistical analysis involved the utilization of various tests, including paired t-tests, wilcoxon tests, independent t-tests, mannwhitney tests, and one-way anova tests. significant differences were observed in the effects of the three intervention groups on overall qol (p=.035), general health (p=.008), physical well-being (p=.006), psychological well-being (p=.000), and environmental factors (p=.007), except for the social relationship domain (p=.269). however, no significant differences were found in the effects of mdb and pmr treatments on overall qol (p=.922), general health (p=.756), physical well-being (p=.497), psychological well-being (p=.883), social relationships (p=.569), and environmental factors (p=.618). in conclusion, mindfulness dhikr breathing therapy has demonstrated its effectiveness in enhancing the quality of life for individuals with insomnia. it holds the potential to serve as a suitable alternative to commonly used insomnia therapies, such as progressive muscle relaxation. introduction sleep is an essential aspect of human life, with approximately one-third or 7-8 hours of an individual's daily life dedicated to sleeping. sleep plays a crucial role in promoting both physical and psychological well-being. however, with the progression of time, an increasing number of people are reporting sleep-related issues (sedky et al., 2020). one common sleep problem is insomnia, which differs from occasional sleep deprivation caused by difficulty falling asleep despite having the opportunity to do so (levenson et al., 2015). insomnia is typically characterized by dissatisfaction with the quantity and quality of sleep due to https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/0020236368800 https://orcid.org/0000-0003-2932-2786 https://orcid.org/0000-0003-2932-2786 mailto:mahadir@ukm.edu.my https://orcid.org/0000-0003-1550-5688 https://orcid.org/0000-0003-1362-0981 https://orcid.org/0000-0002-1442-6577 https://orcid.org/0000-0003-3054-4984 effect of mindfulness dhikr breathing therapy for insomniacs on quality of life: a randomized controlled trial 2 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 difficulties in initiating and maintaining sleep, frequent awakenings during the night, and challenges in returning to sleep, leading to symptoms such as daytime sleepiness, fatigue, reduced concentration, and impaired daily functioning (taylor et al., 2014). the reported prevalence of insomnia varies across studies, influenced by different definitions and measurement methods used to assess insomnia. several studies indicate that the prevalence of insomnia symptoms ranges from 33% to 50% among the adult population, with 10% to 15% experiencing clinical insomnia in the general population (bollu & kaur, 2019). in the context of indonesia, research findings reveal that 33.3% of individuals exhibit symptoms of insomnia, while 11% experience moderate to severe clinical insomnia (peltzer & pengpid, 2019). initially, insomnia was primarily observed in the elderly population, often attributed to psychological, behavioral issues, and comorbid diseases (patel et al., 2018). however, insomnia cases are also prevalent among adults, particularly among women (madrid-valero et al., 2017). sleep problems in adulthood are frequently associated with various challenges in living and working environments (lin et al., 2019; watson et al., 2016; lim et al., 2020; deng et al., 2020). these sleep problems, including insomnia, can significantly disrupt daily activities and have adverse effects on physical and psychological well-being (lo & lee, 2012). individuals experiencing insomnia, characterized by poor sleep quality and psychological issues, are susceptible to a decline in their overall quality of life (lim et al., 2020; ishak et al., 2012). chasanah and supratman (2018) conducted a study revealing a relationship between sleep quality and the quality of life among the elderly population in surakarta. moreover, insomnia is frequently associated with poorer health conditions, increased healthcare expenses, greater utilization of healthcare resources, absenteeism, and an elevated risk of psychological disorders, particularly depression. these factors further contribute to a diminished quality of life in the absence of appropriate treatment for insomnia-related problems. insomnia can be effectively treated through various psychotherapies, among which mindfulness meditation has emerged as a promising approach. studies have consistently demonstrated the efficacy of mindfulness meditation in mitigating insomnia symptoms, and it has garnered positive acceptance among patients (martires & zeidler, 2015). additionally, an alternative treatment approach rooted in islamic practices, known as dhikr therapy, has been extensively investigated across diverse populations. research findings indicate that dhikr therapy yields significant benefits, including anxiety reduction (sulistyawati et al., 2019) and stress alleviation (rochdiat et al., 2013). notably, dhikr therapy has also exhibited promising outcomes in addressing specific challenges encountered by individuals with insomnia, such as enhancing sleep quality (fandiani et al., 2017) and reducing sleep latency (purwanto, 2016) literature review the concept of quality of life pertains to individuals' perception of their position in the world, taking into account their own objectives, aspirations, standards, concerns, as well as the cultural and value systems in which they are situated (whoqol group, 1996). quality of life is closely associated with health, specifically focusing on how somatic and psychological symptoms impact daily functioning and overall well-being (costa et al., 2021). a high quality of life is characterized by good physical and psychological well-being, as well as positive social and environmental outcomes. individuals grappling with insomnia are more likely to experience a diminished quality of life due to the absence of typical growth, energy restoration, and optimal psychological health, which are essential components of a high quality of life (alimoradi et al., 2022). assessing quality of life becomes crucial in evaluating any psychiatric or physical health issue, as poor quality of life is often cited as a motivating factor for seeking treatment. based on systematic reviews by wahyuni et al. (2022) that quality of life can be improved through treatment one of them is exercise therapy. in the context of depression, sleep disturbances can impede daily tasks and social interactions (shimodera et al., 2014). insomnia, /users/aprezopm/downloads/proof+purwanto-%20proofed%20by%20farahay.docx#references purwanto, s., ahmad, m., said, z., anganthi, n. r. n., & zulaekah, s. 3 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 with its numerous detrimental physical, social, and psychological effects, has been linked to deficits in quality of life (ishak et al., 2012). appropriate treatment of insomnia can significantly enhance quality of life (dirksen & epstein, 2008). a meta-analysis review study encompassing various quality-of-life measurement tools revealed that cognitive behavioral therapy for insomnia (cbt-i) demonstrates a moderate effect in improving quality of life (alimoradi et al., 2022). furthermore, in recent years, numerous studies have provided evidence supporting the efficacy of mindfulness-based therapies in reducing insomnia levels and enhancing sleep quality (ong & smith, 2017). however, research on the broader impact of this therapy on the quality of life of individuals with insomnia remains scarce. in practice, mindfulness training aims to cultivate non-judgmental awareness of present-moment experiences, including physical sensations, perceptions, affective states, thoughts, and images, with the ultimate goal of fostering stable and non-reactive consciousness. although mindfulness itself does not directly enhance quality of life, mindfulness-based therapy is closely associated with a reduction in psychological stress and medical symptoms (albyani & al-abyadh, 2023; carmody et al., 2008), which are commonly experienced by individuals with insomnia. mindfulness has been shown to alleviate symptoms of depression (reangsing et al., 2021), anxiety (burgstahler & stenson, 2020), and fatigue (green & kinchen, 2021). research conducted by márquez et al. (2021) examining police officers indicates that mindfulness-based interventions can effectively reduce daily work-related stress, enhance performance and quality of life, and foster emotional balance and empathy among law enforcement personnel. another study conducted by chang et al. (2018) confirms the positive effects of mindfulness meditation on improving the quality of life in individuals with cancer. according to chang et al. (2018) mindfulness meditation demonstrates efficacy in alleviating sleep problems, reducing symptoms of stress and mood disorders, improving immune function, and enhancing the overall quality of life in cancer patients. the mindfulness meditation intervention primarily focuses on relaxation, mental training, and the reduction of psychological stress (carmody et al., 2008). by training individuals to cultivate awareness and acceptance without judgment towards their experiences, mindfulness meditation promotes relaxation and a sense of calm. dhikr, recognized among muslims as an act of praising and acknowledging the greatness of god through recitations like tasbih, tahlil, and tahmid, encompasses various forms of verbal speech, heart movements, or limb movements. the recitation of dhikr, as taught by allah and his messenger, encompasses expressions of gratitude, praise, and prayers aimed at attaining inner peace, seeking closeness to allah (taqarrub), salvation, and protection from divine punishment (kusuma et al., 2020). through the sacred words employed in dhikr, the practice facilitates mental concentration and induces bodily relaxation. this calming effect of dhikr therapy stimulates the hypothalamus, which, in turn, influences the pineal gland to release melatonin, thus facilitating the process of falling asleep. relaxation, as one of the nursing interventions, holds particular importance for individuals experiencing sleep difficulties resulting from medical or psychological disorders, helping them obtain the necessary rest (atiyaningsih & wulandari, 2017). slow breathing is one of the relaxation techniques that has been proven to be an alternative to non-pharmacological treatments that can lower blood pressure in hypertensive patients (herawati et al., 2023). the combination of dhikr and breath entails maintaining a state of awareness of allah with each inhalation and exhalation. with every breath in, the recitation of "huu dhikr" accompanies it, and with every breath out, the faithful remembrance of allah resonates. the integration of dhikr and breathing enhances relaxation during the transition into sleep. the fundamental principle underlying this practice lies in recognizing that each breath leads to a conscious transcendental awareness of allah swt. when individuals consciously focus on /users/aprezopm/downloads/proof+purwanto-%20proofed%20by%20farahay.docx#reference effect of mindfulness dhikr breathing therapy for insomniacs on quality of life: a randomized controlled trial 4 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 their breath, they become attuned to its rhythm, enabling a profound acceptance of their bodily sensations. embracing everything that unfolds during this process promotes mental and emotional serenity, as well as physical relaxation of the muscles. conversely, stress arises from resisting and rejecting the present moment. therefore, embracing the unfolding reality fosters a state of tranquility and may induce drowsiness in individuals (purwanto et al., 2022). rationale of the study the presence of insomnia cases within the community has a profound impact on both human resources and quality of life. a study conducted in iran (askari et al., 2018) revealed that religious and spiritual therapy can effectively alleviate anxiety and depression while enhancing overall quality of life. considering that the majority of the indonesian population adheres to islam, psychological therapy incorporating elements of islamic beliefs is deemed suitable for indonesian society (fauzin et al., 2022). dhikr, as an islamic practice, holds potential as a therapeutic method for muslims. previous research has demonstrated its effectiveness in addressing various psychological issues such as anxiety and stress, which are commonly experienced by individuals with insomnia (sudiarto, 2015; atiyaningsih & wulandari, 2017;aftina et al., 2021). while mindfulness is historically rooted in buddhism (carmody et al., 2008), within an islamic context, it is also embodied by the virtue of muraqabah, which denotes attentive observation and contemplation (parrott, 2017). moreover, a study by kadafi et al. (2021) highlighted the effectiveness of islamic counseling interventions in promoting mindfulness and reducing anxiety related to the covid-19 pandemic, thereby potentially enhancing an individual's quality of life. however, research focusing on psychological therapy for insomnia that incorporates mindfulness techniques with an islamic approach, as well as the impact of mindfulness therapy on the quality of life among individuals with insomnia, remains scarce. purpose and hypotheses of the study therefore, the purpose of this study is to investigate the impact of mindfulness dhikr breathing therapy on enhancing the quality of life among individuals with insomnia. it is hypothesized that mindfulness dhikr breathing therapy will effectively enhance sleep quality and alleviate psychological distress experienced by individuals with insomnia, thereby leading to an improvement in their overall quality of life. methods research design this study employed a randomized controlled trial design and obtained ethical approval from the research ethics committee of the national university of malaysia under permit no.ukm.fsk.800-2/27/9(nn-2020-036). randomization was conducted using the online application random.org by the study investigator, ensuring that there was no participant contact during the randomization process. this was done until all participants were assigned to their respective study arms. participants the recruitment of participants took place between december 2021 and january 2022 through online advertisements for insomnia therapy via social media, considering the constraints posed by the covid-19 pandemic. a total of 70 participants were enrolled for the insomnia therapy program. trained research assistants conducted a screening process by contacting participants through whatsapp messages for general screening purposes. participants were also requested to complete the insomnia severity index (isi) via a google purwanto, s., ahmad, m., said, z., anganthi, n. r. n., & zulaekah, s. 5 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 form to assess the severity of their insomnia. inclusion criteria for participant selection were being of productive age, muslim, and experiencing insomnia. exclusion criteria included: (1) presence of uncontrolled medical conditions that could interfere with sleep, (2) use of sedating medication for insomnia, and (3) comorbid sleep disorders. after the eligibility screening and obtaining consent, a total of 63 participants were randomly assigned to one of the three study arms: (1) mindfulness dhikr breathing (mdb), (2) progressive muscle relaxation (pmr), and (3) control group (no treatment). each group consisted of 21 participants, resulting in equal allocation. written consent was obtained from all participants to confirm their willingness to participate in the study. a total of 47 participants completed the intervention and quality of life measurements (see figure 1). the demographic characteristics of the participants indicated that they were adults, aged between 20 and 35 years, with a mean age of 22.5 years. among the participants, 78.72% were female and 21.28% were male. additionally, 91.49% were students, while 8.51% were employees. instruments the assessment of quality of life before and after the intervention was conducted using the world health organization quality of life-bref (whoqol-bref) questionnaire. the analyzed (n=17) randomized (n=63) allocated to mdb (n=21) received mdb (n=17) did not receive mdb (n=4) allocated to control (n=21) allocated to pmr (n=21) received pmr (n=16) did not receive pmr (n=5) discontinued control (n=3) completed control (=18) discontinued pmr (n=4) completed pmr (n=12) completed mdb (n=17) enrollment allocation follow-up assessed for eligibility (n=70) excluded (n=7) -use of sedating medication for insomnia (n=1) -did not complete screening (n=7) analyzed (n=12) analyzed (n=18) analysis figure 1. participants flow diagram mdb= mindfulness dhikr breathing, pmr=progressive muscle relaxation effect of mindfulness dhikr breathing therapy for insomniacs on quality of life: a randomized controlled trial 6 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 whoqol-bref is a shortened version of the original whoqol-100 instrument. in this study, the indonesian version of the whoqol-bref was utilized, which has demonstrated good agreement and high test-retest reliability (purba et al., 2018). previous studies have also employed this questionnaire to evaluate the quality of life in elderly individuals with insomnia (bangun et al., 2020). the whoqol-bref questionnaire consists of 26 items encompassing various domains, including overall quality of life (1 item), general health (1 item), and four specific domains: physical well-being (7 items), psychological well-being (6 items), social relationships (3 items), and environment (8 items). participants were required to rate their responses on a 5-point likert scale, ranging from 1 to 5 for positive questions and from 5 to 1 for negative questions. to calculate domain scores, the raw scores were transformed to a scale of 4-20. subsequently, the transformed scores were further converted to a 0-100 scale following the guidelines provided by the whoqol-bref (whoqol group, 1996). intervention procedures the intervention period spanned 28 days in february 2022. the exercise treatments were conducted at the audio visual laboratory of the faculty of psychology, universitas muhammadiyah surakarta. before commencing the treatments, participants in the mdb and pmr groups were required to complete the outcome measures as a pre-treatment assessment. the mindfulness dhikr breathing and progressive muscle relaxation treatments were facilitated by trained trainers who had received prior training for both interventions. the mindfulness dhikr breathing treatment comprised four stages: mindfulness body scan, mindfulness breath, dhikr meditation, and mindfulness dhikr breathing. each stage was practiced at home for seven consecutive days. the mdb treatment sessions were held on saturdays, where participants engaged in discussions on their progress in the treatment at home during the previous week (sessions 2-4). the sessions included presentations, exercises, and discussions on the results of the exercises. throughout the intervention, participants received support via whatsapp, including modules and audio recordings of therapies specifically designed for insomniacs. progressive muscle relaxation therapy consisted of four sessions with repeated interventions over a four-week period. participants were instructed to lie in a supine position and relax their muscles, starting from the head and progressing to the neck, shoulders, chest, abdomen, upper limbs, and lower limbs. each muscle group was trained for 10-15 seconds of tension followed by 15-20 seconds of relaxation. this sequence was repeated three times for each muscle group. audio recordings of relaxation therapies commonly used for insomniacs were provided every night before sleep via whatsapp to assist participants in their progressive muscle relaxation treatment. after completing the treatment period, participants in the mdb and pmr groups underwent a post-treatment assessment using the outcome measure provided. the control group did not receive any treatment during the 28-day period. control participants were monitored using outcome measures at baseline and on day 28. they attended an orientation session where the control period was explained, and outcome measures for monitoring were provided. control participants were required to complete the outcome measures as a pre-treatment assessment. during the control period, there was no structured contact between the research staff and participants, except in cases where the outcome measures were not submitted on time or if participants had questions. after the control period, control participants received the mdb treatment, which was not reported in this study. following the treatment, they underwent a post-treatment assessment using the outcome measure provided. analysis plan the statistical analysis was conducted using spss for windows version 25 (ibm co., armonk, new york, us). the data analyzed were quantitative, including participant characteristics such as age, gender, and job status; pretest and posttest scores of whoqol for purwanto, s., ahmad, m., said, z., anganthi, n. r. n., & zulaekah, s. 7 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 the mdb, pmr, and control groups; and the effect of the interventions on the quality of life for these groups. the effect on quality of life was determined by calculating the gain score of whoqol, which is the mean posttest score minus the mean pretest score. descriptive tests were used to analyze the univariate data, and the results were presented in frequency distribution tables. the normality of the pretest and posttest scores of whoqol, as well as the gain score of whoqol, was assessed using the shapiro-wilk test since the number of data points was less than 50 per group. bivariate analysis was conducted to examine the differences in quality of life before and after the interventions, using either the paired sample t-test (for normally distributed data) or the wilcoxon test (for non-normally distributed data). the analysis also included determining the differences in the effect of treatment on quality of life among the mdb, pmr, and control groups using the one-way anova test (for normally distributed data). furthermore, post hoc tests were performed to analyze the effects of treatment on quality of life between two treatment groups (mdb vs. control, pmr vs. control, and mdb vs. pmr). all statistical tests were two-sided, and a significance level of p<.05 was used. results and discussion results this study analyzed data from 47 participants who completed the intervention and followup until the last session (see figure 1 for participant flow). the participants were divided into three groups: mindfulness dhikr breathing (mdb) treatment group (n=17), progressive muscle relaxation (pmr) treatment group (n=12), and control group (n=18) (table 1). some participants were excluded from the study due to reasons such as the use of medication for insomnia, incomplete screening, not receiving the mdb or pmr treatment, discontinuing the pmr treatment due to covid-19 symptoms, or discontinuing the control treatment. demographic characteristic table 1 presents the distribution of gender, age, and job status among the mdb, pmr, and control participants. the participants' ages ranged from 18 to 42 years, belonging to the productive adult age group. the mean age of the participants was 22.5 years, with a majority being female (78.72%), and most of them were college students (91.49%). preand post-treatment of quality of life the quality of life was assessed using the world health organization-quality of life bref (whoqol bref) questionnaire, capturing overall quality of life, health satisfaction, and specific domains including physical health, psychological well-being, social relationships, and environment. table 2 presents the preand post-treatment measurements of quality of life for the mdb, pmr, and control groups. at the beginning of the intervention period, all groups exhibited similar levels of quality of life, indicating comparable conditions. statistically, there were no significant differences in table 1. demographic characteristics of the mdb, pmr, and control groups variable mdb pmr control total (n=17) (n=12) (n=18) (n=47) age (mean±sd) 22.24±2.77 21.92±1.93 23.28±5.91 22.5±4.11 sex n(%) man 5(29.4) 12(70.6) 3(25) 9(75) 2(11.1) 10(21.28) woman 16(88.9) 37(78.72) job status n(%) college student 16(94.1) 1(5.9) 10(83.3) 17(94.4) 43(91.49) employee 2(16.7) 1(5.6) 4(8.51) effect of mindfulness dhikr breathing therapy for insomniacs on quality of life: a randomized controlled trial 8 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 all aspects of quality of life before treatment between the mdb, pmr, and control groups (p>.05), except for the psychological aspect (p>.05). however, after completing the mdb and pmr treatments, there was an improvement in all aspects of quality of life, whereas the control group experienced a decline in all aspects except for overall quality of life and social relationships. analyzing the differences between preand post-treatment quality of life in the mdb group, significant improvements were observed in overall quality of life, health satisfaction, and physical, psychological, and environmental health (p<.05). however, no significant difference was found in social relationships (p>.05). similar findings were observed in the pmr group, with significant improvements in the four domains of quality of life (p<.05), while overall quality of life and health satisfaction did not show significant differences. in contrast, the control group, which did not receive any treatment, showed no significant differences in any aspect of quality of life before and after the intervention period. this is expected since the control group did not undergo any specific treatment. after the completion of the treatment period, significant differences were only observed in the physical health aspect between the mdb, pmr, and control groups (p<.05), while the other six aspects did not show significant differences (p>.05). effect of mbd and pmr treatment on quality of life the impact of treatment on quality of life was assessed by comparing the gain scores, which represent the difference between the average whoqol scores (overall qol, health table 2. the statistical of aspect for quality of life of the preand post-treatment of the mdb, pmr, and sm groups variable mdb pmr control p-value (between-group) overall qol pre (mean±sd) 2.76±0.90 2.83±0.94 3.11±0.83 .355d post (mean±sd) 3.58±0.79 3.41±0.79 3.17±0.71 .117d p-value (within a group) .002b .097b .782b health pre (mean±sd) 2.88±0.60 2.75±0.87 3.16±0.79 .080d post (mean±sd) 3.35±0.61 3.33±0.78 2.94±0.73 .117d p-value (within a group) .021b .053b .157b physical pre (mean±sd) 61.24±10.46 56.33±8.87 61.00±12.05 .420c post (mean±sd) 68.82±11.24 66.91±8.40 58.83±10.52 .016c p-value (within a group) .031a .001a .357a psychological pre (mean±sd) 51.53±14.88 46.33±12.39 58.33±13.71 .039d post (mean±sd) 64.06±10.02 59.58±11.55 54.22±12.93 .070d p-value (within a group) .003b .005b .072b social relationship pre (mean±sd) 54.06±18.78 50.50±20.55 52.72±18.74 .612d post (mean±sd) 61.88±15.87 62.42±18.67 54.11±12.38 .295d p-value (within a group) .209b .003a .776b environment pre (mean±sd) 58.65±14.46 53.25±7.36 61.67±14.23 .104d post (mean±sd) 67.77±10.93 60.08±9.51 58.50±12.64 .056d p-value (within a group) .015a .019b .128b a= paired t test, b= wilcoxon test, c= anova one way, d=kruskal-wallis purwanto, s., ahmad, m., said, z., anganthi, n. r. n., & zulaekah, s. 9 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 satisfaction, physical, psychological, social relationships, and environment) before and after the intervention. table 3 presents the statistical overview of the average gain scores of whoqol scores for the mdb, pmr, and control groups. the statistical analysis (refer to table 3) revealed significant differences in the effect on overall quality of life, health satisfaction, physical health, psychological well-being, and environmental well-being among the mdb, pmr therapy, and control interventions (p<.05). however, no significant difference was found in the effect on social relationships between the three treatment groups. for a detailed overview of the mean gain scores of whoqol scores for the mdb and pmr groups, refer to table 4. regarding the effect of treatment on all aspects of quality of life, there was no significant difference between mdb treatment and pmr treatment (p>.05). both treatments demonstrated similar effectiveness in improving participants' quality of life across all aspects. however, it should be noted that mdb treatment had a greater impact on overall quality of life and the environment, as evidenced by higher gain scores compared to pmr treatment in these two aspects. on the other hand, pmr treatment showed higher gain scores in health satisfaction, physical health, psychological well-being, and social relationships compared to mdb treatment. discussion the objective of this study was to investigate the impact of mindfulness dhikr breathing therapy on the quality of life of individuals with insomnia. the participants included in the study were specifically selected as primary insomniacs without any other health conditions. this selection criterion was crucial in order to assess the direct effect of mindfulness dhikr breathing therapy on the quality of life of primary insomniacs, without any confounding factors from other health disorders. the average age of the participants was 22.5 years, with a majority of them being female (78.72%). it is worth noting that insomnia has a prevalence rate of 1015% among adults, with a higher occurrence in women (madrid-valero et al., 2017). sleep problems, such as insomnia, experienced during adulthood can significantly impact daily activities and both physical and psychological well-being (lo & lee, 2012). the majority of the participants in this study were college students (91.49%), with the remaining participants table 3. statistical overview of an average gain score of whoqol scores of mdb, pmr, and control groups variable bdm pmr control p-value overall qol 0.82±0.73 0.58±1.44 0.06±0.87 .035b health 0.47±0.72 0.58±0.90 -0.22±0.65 .008b physical 7.58±13.21 10.58±8.52 -2.17±9.71 .006b psychological 12.53±14.33 13.25±10.32 -4.11±9.35 .000a social relationship 7.82±22.76 11.92±10.77 1.38±15.87 .269a environment 9.12±13.85 6.83±8.65 -3.17±10.34 .007a a= anova one way, b=kruskal-wallis table 4. statistical overview of a mean gain score of whoqol scores of mdb, and pmr groups variable bdm pmr p-value overall qol 0.82±0.73 0.58±1.44 .922b health 0.47±0.72 0.58±0.90 .756b physical 7.58±13.21 10.58±8.52 .497a psychological 12.53±14.33 13.25±10.32 .883a social relationship 7.82±22.76 11.92±10.77 .569a environment 9.12±13.85 6.83±8.65 .618a a= independent t-test, b=mann whitney effect of mindfulness dhikr breathing therapy for insomniacs on quality of life: a randomized controlled trial 10 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 being employed (8.51%). college students and individuals in high-stress jobs are known to be at a higher risk of experiencing mental health issues. if left unaddressed, these conditions can exacerbate sleep disorders and lead to poor sleep quality (lim et al., 2020). this randomized controlled trial aimed to investigate the effects of different interventions on the quality of life of individuals with insomnia. the study included three intervention groups: mindfulness dhikr breathing (mdb) treatment, progressive muscle relaxation (pmr) treatment, and a control group that did not receive any treatment. the quality of life was assessed using the indonesian version of the whoqol bref questionnaire, which measures various aspects including overall quality of life, general health, physical, psychological, social relationships, and environment (purba et al., 2018). the effectiveness of the interventions was determined by comparing the posttest and pretest scores using the whoqol questionnaire, referred to as gain scores. the anova one way test results indicated a significant difference in the effect on all aspects of quality of life between mdb, pmr, and the control group (p<.05). furthermore, the analysis comparing the two treatments (mdb vs pmr) revealed differences in effectiveness on all aspects of quality of life, although the differences were not statistically significant (p>.05). based on our findings, both mindfulness dhikr breathing therapy and progressive muscle relaxation were found to improve the quality of life in individuals with insomnia. the improvements were nearly equal in both intervention groups. in contrast, the control group experienced a decrease in quality of life due to the absence of any intervention. our results demonstrate the effectiveness of mindfulness dhikr breathing therapy in improving the quality of life in individuals with insomnia, suggesting it as a viable alternative to progressive muscle relaxation therapy, which is commonly used for insomnia treatment. these findings are consistent with previous research by chang et al. (2018) and (márquez et al., 2021) who confirm the effect of mindfulness-based therapy on improving quality of life. mindfulness is characterized as a state of conscious awareness. its purpose is to cultivate deliberate attention and non-judgmental awareness of present-moment experiences, including physical sensations, perceptions, and thoughts (carmody et al., 2008). by observing these stimuli without judgment, individuals become less threatened by their thoughts and feelings, allowing space for alternative responses. furthermore, the practice of mindfulness promotes openness, acceptance of current experiences, nonreactive self-observation, and the ability to select the focus of attention. these qualities enable individuals to engage in self-regulatory behaviors that align with their broader needs and values (parrott, 2017). numerous previous studies have demonstrated the effectiveness of mindfulness-based therapies in treating insomnia. approaches such as mindfulness-based stress reduction (mbsr), mindfulness cognitive behavioral therapy for insomnia (mbct-i), and mindfulness meditation (mm) have shown positive effects on sleep quality in both the general population and individuals with insomnia (winbush et al., 2007; ong et al., 2014). additionally, mindfulness-based therapy has been found to reduce symptoms of stress and mood disorders (chang et al., 2018), alleviate fatigue (green & kinchen, 2021), and enhance work productivity (márquez et al., 2021). according to dirksen and epstein (2008) improvements in sleep quality through therapy have a positive ripple effect on other problems associated with insomnia, ultimately leading to an enhancement in overall quality of life. therefore, the benefits of mindfulness-based therapies extend beyond sleep improvement and can contribute to various aspects of well-being. this study represents the first investigation into the effectiveness of mindfulness-based therapy utilizing meditation techniques rooted in islamic beliefs, specifically focusing on the practice of dhikr breathing, for enhancing the quality of life in individuals with insomnia. the therapy employed in this study can be termed "islamic mindfulness therapy." by combining mindfulness approaches with breath-based dhikr meditation, participants are guided to be purwanto, s., ahmad, m., said, z., anganthi, n. r. n., & zulaekah, s. 11 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 mindful and accepting of the rhythmic recitation of dhikr during their inhalation and exhalation. through this practice, participants are encouraged to observe their present experiences without judgment or attachment to specific outcomes. from a scientific perspective, the repetitive recitation of dhikr has been found to influence neurotransmitters in the body, increase parasympathetic nerve activity, and suppress sympathetic nerve activity. these physiological changes promote relaxation and facilitate ease in falling asleep (sulistyawati et al., 2019). furthermore, the incorporation of breath relaxation techniques within this therapy expedites the attainment of a relaxed state, aiding in the process of falling asleep. based on post-intervention interviews conducted one month after the study, it was observed that some participants who engaged in mindfulness dhikr breath therapy had difficulty grasping the concept of mindfulness. instead, they focused primarily on the recitation of dhikr before going to bed. these participants believed that the repetitive recitation of dhikr helped divert their attention from racing thoughts and overthinking, leading to fatigue and quicker onset of sleep. as a result, their perceived benefits were not derived from the process of mindfulness, which involves awareness and acceptance of their sleep-related challenges, but rather from the influence of dhikr breathing meditation itself. in islamic beliefs, dhikr is considered a form of worship with psychological therapeutic benefits, such as stress reduction and insomnia alleviation. reciting prayers like subhanallah, alhamdulillah, and astaghfirullah repeatedly during meditation can induce a state of calmness in the mind (samsualam & masriadi, 2022). the aim of dhikr therapy is to help individuals establish a strong connection with allah. for muslims, feeling close to allah brings a sense of peace. a study by dashti et al. (2018) found that individuals who frequently practiced dhikr had lower levels of stress, anxiety, and depression, along with improved quality of life and mindfulness, compared to those who practiced it infrequently. although there is limited research specifically exploring the effects of dhikr therapy on psychological issues and quality of life in individuals with insomnia, studies have generally shown positive outcomes. dhikr therapy has been associated with reducing anxiety and depression levels (anggun et al., 2021), alleviating stress (nosrati et al., 2021), improving sleep quality (sudiarto, 2015; atiyaningsih & wulandari, 2017) and decreasing insomnia (fitriani et al., 2021). implications the findings of this study have theoretical implications, demonstrating that mindfulness dhikr breathing can enhance the quality of life for individuals with insomnia by specifically addressing sleep disorders and improving sleep quality. through mindfulness dhikr breathing therapy, individuals become more capable of letting go and accepting all thoughts and feelings without striving to eliminate or reject negative emotions. this aligns with the three principles of mindfulness, which can effectively reduce anxiety, rumination, mind racing, sleep disorders, and depression, ultimately promoting a calmer state of mind. one notable strength of this study is that it is the first to investigate the effectiveness of mindfulness therapy on the quality of life of individuals with insomnia. previous research had not specifically examined the impact of mindfulness-based therapy on the quality of life in this population. additionally, the quality of life was assessed using reliable and validated questionnaires that have been widely utilized in numerous studies. limitations and suggestions for further research this study has several limitations that should be acknowledged. firstly, due to the limited training sessions, some participants struggled to grasp the concept of mindfulness within the mindfulness dhikr breathing therapy. the notions of awareness and acceptance, central to mindfulness, are still unfamiliar to the general public. secondly, the study sample consisted effect of mindfulness dhikr breathing therapy for insomniacs on quality of life: a randomized controlled trial 12 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 exclusively of adults, thus restricting the generalizability of the findings to elderly individuals. thirdly, this study did not thoroughly examine specific psychological issues that may impact insomnia and the quality of life of individuals with insomnia. to address these limitations, future research could incorporate additional mindfulness dhikr breathing training sessions to further emphasize the concept of mindfulness among participants. furthermore, investigating the effects of mindfulness dhikr breathing specifically in elderly individuals with insomnia would provide valuable insights. additionally, conducting in-depth examinations of other psychological problems commonly experienced by individuals with insomnia, utilizing specialized instruments, would enhance the validity and accuracy of assessing the impact of mindfulness dhikr breathing on quality of life. conclusion mindfulness dhikr breathing therapy effectively improves insomniacs' quality of life. improvement in quality of life with mindfulness dhikr breath therapy can be known both overall, health satisfaction, physical, psychological, social relationships, and environment. mindfulness dhikr breathing therapy can replace therapy that is commonly used in insomniacs. acknowlegment the author expresses sincere gratitude to all individuals and organizations who contributed to the study, particularly the experts and individuals with insomnia who participated. special thanks are extended to universiti kebangsaan malaysia and to the research and community engagement institute of universitas muhammadiyah surakarta for their invaluable support throughout the research process and to the scientific publishing development institute of universitas muhammadiyah surakarta for their contributing in proofread this manuscript. author contribution statement sp conceived the idea and importance of mindfulness dhikr breathing therapy for individuals with insomnia and made initial contributions to the writing process. na and sz played key roles in data analysis and interpretation. ma and zs contributed to the review of clerical and methodological aspects of the study. references aftina, f. v. f., poeranto, s., & utami, y. w. 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(2023). verification of reliability and validity of a malaysian version of rathus assertiveness schedule as drug prevention scale. islamic guidance and counseling journal, 6(2). https://doi.org/10.25217/0020236369700 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung verification the reliability and validity of a malaysian version of rathus assertiveness schedule as drug prevention scale ahmad jazimin jusoh1*, muh khairul wajedi imami1, ciptro handrianto1, ahmad nazir mohd isa1, siti zobidah omar2, azizi abdullah3, suzaily wahab3 1 sultan idris education university, malaysia 2 ucsi university malaysia, malaysia 3 universiti kebangsaan malaysia, malaysia jazimin@fpm.upsi.edu.my* article information: received april 6, 2023 revised may 14, 2023 accepted june 6, 2023 keywords: drug prevention scale; rathus assertiveness schedule; validity reliability abstract the aim of this research was to verify the malaysian version of rathus assertiveness as a drug prevention scale in secondary school students. the current research participants were 211 secondary students in johor, selangor, and kuala lumpur, malaysia. an exploratory factor analysis with principal axis factoring and varimax rotation was performed for the initial analysis. after the eigenvalue emerged, the data was suppressed to .30 to display the factor loading. the value of commonalities and factor loading were considered to frame and locate the items in the scale structure. furthermore, the reliability of the scale was tested through cronbach's alpha. the result showed that nine factors emerged, explaining 58.721% of the variance. four of the 30 items were eliminated from the analysis because they had commonalities below the threshold. the structure of the scale was as follows: seven items in the first factor, four items in the second factor, four items in the third factor, two items in the fourth factor, two items in the fifth factor, one item in the sixth factor, two items in the seventh factor, two items in the eight factors, and one item in the ninth factor. furthermore, the reliability of the scale was .748. this research concluded that the scale was internally consistence measuring the secondary school student`s assertiveness in drug education. introduction assertiveness is related to personal expression or standing for their rights without denying the rights of others (suzuki et al., 2007; rathinasabapathy, 2022). some researchers study the rathus assertiveness schedule with drug abuse. ganji et al. (2022) assess the assertiveness of drug abusers. they found that the drug addict sample was less assertive, less socially assertive, and more socially anxious compared to the non-addict sample. collins (2012) compares the level of assertiveness between drug abusers and non-abusers. they found that drug users and non-drug users seemed to have the same level of assertiveness. kocak et al. (2022) test the effect of empowerment training in protecting adolescents from drug abuse on an assertiveness level. the study found that empowerment training increased the level of assertiveness. furthermore, a pilot study conducted by horan et al. (1975) revealed that current and former drug users are less assertive than those who had experience with drug abuse but no longer do https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/0020236369700 https://orcid.org/0000-0002-9456-9462 https://orcid.org/0000-0002-9456-9462 https://orcid.org/0000-0001-5566-7468 https://orcid.org/0000-0003-1695-0038 https://orcid.org/0000-0002-5075-7787 https://orcid.org/0000-0001-9496-8300 https://orcid.org/0000-0003-3815-4489 verification of reliability and validity of a malaysian version of rathus assertiveness schedule as drug prevention scale 2 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 so. that research claims a relationship between assertiveness and drug abusers, which indicates the level of assertiveness could be an indication of a drug abuser. an instrument that measures rathus's assertiveness schedule related to drugs has not yet been validated. in the literature, we found rathus assertiveness schedule scale validation related to sickle cell disease (jenerette & dixon, 2010), neurotics, schizophrenics, personality disorders (rathus & nevid, 1977), and alcoholics (menon & edward, 2014). the rathus assertiveness scale related to the drug is essential as a research tool to gauge drug abuse and prevention information. research proves the relationship between drugs and assertiveness. ramadhan et al., (2019) depict that assertiveness training is practical for drug abuse prevention. it means increasing assertiveness could prevent adolescents from drug abuse behaviour. it is strengthened by vancappel et al. (2023), who cited a positive correlation between drug abuse and assertiveness. therefore, the validation of rathus' assertiveness schedule as drug prevention is necessary. furthermore, the psychometric analysis of rathus's assertiveness schedule has not been verified in the malaysian context. for example, (suzuki et al., 2007) verified the reliability and validity of rathu's assertiveness schedule in the japanese context. gustafson (1992) verifies the rathus assertiveness schedule in the context of the swedish sample. dares (1981) verifies the rathus assertiveness schedule in south african undergraduate students. even though the scale has already been validated in certain regions, that does not mean it will work for all populations and purposes (knekta et al., 2019). so, there is a need to test the scale in the malaysian context to verify its use. other than that, (knekta et al., 2019) stated that the validity of the scale is time-sensitive and that the interpretation might be in line with cultural change. furthermore, there is a need to validate rathus's assertiveness schedule in the malaysian context because amat et al. (2021), through their need analysis reveal the need for the psychosocial module, which consists of assertiveness. therefore, this research intends to validate the malaysian version of the rathus assertiveness schedule as a drug prevention scale. providing a valid instrument for measuring secondary school students’ assertiveness is important. secondary school is a critical risk period where students of this age are vulnerable to drug abuse (likisa & science, 2021). in this age, students are known to be in the age of growth, where they are exposed to new behaviours through their relationships with peers and society (sotoudeh et al., 2021). they could be influenced by peers or their environment to consume drugs. blair & diamond (2008) stated that studenthood is a stage of development that is characterised by quick biological and social change, leading to significant ageand genderdependent variation (likisa & science, 2021). other than that, in this age, the student's vulnerability to drug abuse is also caused by external factors such as socioeconomic status, academic achievement (shah et al., 2020), a lack of peer support at school, a lack of school discipline, and the students' sexual intercourse (rodzlan hasani et al., 2019). that is why concepting the drug prevention for secondary school are important, one of which is providing a valid tool to measure secondary school students’ assertiveness in drug education. a valid instrument will be the psychometric toll revealing the data on students assertiveness in drug education, which can be used to create more effective drug prevention strategies (abd elwahab el sayed et al., 2019). teachers or counsellors can use the information collected to frame or initiate an effective drug prevention programme for students. this is needed since the number of secondary school students abusing drugs in malaysia is worrying. wan sulaiman et al., (2021) stated that drug addiction increased from 12.089 in 2017 to 12.520 in 2018. other than that, the malaysian national anti-drug agency (aadk) reported that 42% of 2.188.525 were identified as being in a risky situation to consume drugs (handrianto et al., 2020). other than that, there is a tendency for secondary school students to use drug abuse as a coping strategy. rom et al. (2023), in their research, found that secondary school students in malaysia used drug abuse as their coping strategy for stress and depression release. jusoh, a. j., imami, m. k. w., handrianto, c., isa, a. n. m., omar, s. z., abdullah, a., & wahab, s. 3 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 rationale of the study in the literature, assertiveness is discussed as a construct. one of which is communication ability. assertiveness is often discussed as a communication ability; it is a skill to reveal selfexpression to others (immanuel, 2019). good communication skills can be sharpened through the assertiveness programme (abdelaziz et al., 2020). assertiveness is the ability to communicate one's needs, wants, and opinions while also considering and respecting those of others (vagos & pereira, 2019). specifically, ayhan & seki öz, (2021) explained that assertiveness refers to the act of expressing emotion, which can help individuals provide better service for themselves or others. assertive feelings can encourage more genuine and intimate communication, be calm and assured in the face of criticism, and give others the chance to express their opinions by holding their ideas in tact (bulantika et al., 2019). through good communication, assertive people are able to maintain good relationships with others because they are able to appreciate others' feelings and opinions and exchange feelings and thoughts (khairunnisa & putri, 2019). another construct linked with assertiveness is the courage to complain about others. bulantika et al. (2019) stated that the courage to complain related to the inability to act assertively due to fear of disappointing others, fear of being disliked, and fear of not being accepted in the group. having less assertiveness could endanger personal relationships with others, for example, when complaining about negative treatment, such as responding accurately to criticism and refusing requests to consume drugs (vagos & pereira, 2019). in this case, assertiveness is important to control one's feelings and emotions. a study conducted by roshanzadeh et al. (2021) revealed that assertiveness is in line with courage in the concept of moral decision-making. it further revealed that assertive people can navigate and decide whether an action is morally acceptable or not. other than that, assertiveness is also related to the construct of being confident. bulantika et al. (2019) stated that the improvement of individual assertiveness is important to change perspective and action, which can improve selfconfidence and look positive at every action taken. an example of being confident is being able to deal with personal limitations, such as asking for help and support when needed or refusing the demand when it comes to negative behaviours such as consuming drugs (vagos & pereira, 2019; handrianto et al., 2021). however, the assertiveness scale has not yet been integrated with drug education. where the concept of assertiveness is very important to prevent students from developing drug consumption habits (maulinsari & purnama, 2022). assertiveness is one of the behaviours that must be developed by students to hinder drug consumption habits (fadli & firman, 2019; maulinsari & purnama, 2022). assertiveness is the behaviour of honestly expressing desire, feeling, and thought without offending others (bulantika et al., 2019; maulinsari & purnama, 2022). it makes individuals have strong relationships with their social lives while still being able to stand by their principles (maqbool parray et al., 2020). ramadhan et al. (2019) stated that strong ties of an individual with his social life, such as with parents and the school environment, become the protective factor for students against the use of drugs. individuals with assertiveness will be able to say "no" to the demand for drug consumption without causing conflict in the rejection (kazemi et al., 2019). in other words, assertiveness makes an individual respect themselves by standing against drug abuse while still being able to maintain a good relationship with others (vagos & pereira, 2019; tatari et al., 2021). therefore, introducing assertiveness to the students in drug education is necessary. some researchers disclose a lack of research on assertiveness in drug prevention. for example, bahramnejad et al. (2020) stated that information about psychosocial interventions such as assertiveness in drug education is very limited. ramadhan et al. (2019) also stated that research to determine the effect of assertive training has never been done. the lack of assertiveness research in drug education might be caused by the lack of valid and reliable verification of reliability and validity of a malaysian version of rathus assertiveness schedule as drug prevention scale 4 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 instruments to measure assertiveness in drug prevention. a valid instrument indicates that the instrument measures what it is intended to measure (surucu & maslakci, 2020; ilhami et al., 2023). therefore, providing a valid assertiveness instrument in drug education is needed to make sure the research on assertiveness in drug education is done correctly. furthermore, the concept of assertiveness should be measured in each context in which it is applied. according to theory, assertiveness does not only develop and shape in accordance with genetic or cultural traits (parmaksiz & kiliçarslan, 2020). rather, the concept of assertiveness is situationally sensitive (gil-llario et al., 2022). students in drug education might have a different level of assertiveness compared to students who are not in drug education. therefore, there is a need to test assertiveness in a specific context, such as drug education. aim of the study the aim of this research is to establish a valid and reliable assertiveness scale to be used in drug education. this involves examining the primary construct of assertiveness in drug education and validating the structure of the scale. the goal is to provide a tool to measure students assertiveness in drug education, which aims to improve the effectiveness of drug prevention programmes in schools. this scale can be used to measure the level of students' assertiveness during or after their participation in a drug education programme. therefore, counsellors or teachers can have a bright perspective on the student's personality trait so they can take effective action or respond appropriately. methods procedures of study the malaysian version of rathus assertiveness schedule related to the drug abuse prevention scale consists of 30 items adopted. every item used a 5-point scale. one indicates very much disagree, two indicate, three indicate agree, four indicate agree, and five indicate very much agree. respondents were asked to select which was most relevant to the certain situation. the adopted scale was modified by researchers based on the literature review. the back-to-back translation was done by six experts. the scale was translated from english to malaysian and translated back to english. subject the purpose of this research is to validate the malaysian version of rathus assertiveness schedule as drug prevention scale in secondary school students in malaysia. the researcher collected data in johor, selangor, and kuala lumpur, malaysia. a total of 211 students participated in the current research. one hundred and ten of them were from johor, 70 from selangor, and 31 from kuala lumpur. female students were dominant in the current research, where 86 participants were male and 125 were female. the researcher also gauges information about the participants' race since malaysia has several races. one hundred eleven participants were malay, 66 participants were chinese, 19 participants were indian, and five participants came from other races. the detail information about the participants can be seen in the table 1. ethical consideration as an ethical consideration for the current research, the researcher follows the relevant guidelines and procedures in collecting data. professors dr rahmattullah khan and abdul wahab khan of the human research ethics committee at sultan idris education university approved the permission of the ethics. the ethical consideration approval confirmed that the researcher paid attention to the respondents' rights and followed any required procedure with jusoh, a. j., imami, m. k. w., handrianto, c., isa, a. n. m., omar, s. z., abdullah, a., & wahab, s. 5 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 the permission number; upsi/pppi/pyk/etika(m)/014(231). the researcher gives the questionnaires to respondents, followed by a notice that 1) the questionnaires did not intend to test the respondent's intelligence. 2) the purpose of the data collection was solely to contribute academically and as a contribution to knowledge. 3) the respondents hoped to answer the questionnaire honestly and sincerely. 4) all information obtained from this research was confidential and will not be distributed to any party. data analysis the construct validity of the scale was tested through factorial analysis (sellbom & tellegen, 2019). knekta et al. (2019) explain that exploratory factor analysis could help researchers evolve theory because it explains the dimensionality of the instrument and helps to decide whether the item empirically belongs to the specific construct. in the current research, researchers employed exploratory factor analysis to evolve the existing factors and locate the items for each factor. in efa, the discern variable was conceived as the weighted sum of potentially correlated factor variables and unique factors (auerswald & moshagen, 2019; hafnidar et al., 2021). eigenvalue was more significant than one, and a scree plot was used to retain the number of factors in this research. the theoretical consideration behind this is that an eigenvalue greater than 1 declares that the factor accounts for more variance in the observed data than any single variable in the dataset (finch, 2020). spss 27.0 was used to perform efa. in early analysis, the researchers set the principles axis factoring method, which was extracted with an eigenvalue greater than 1. the researchers also display the scree plot to interpret the eigenvalue through the diagram. furthermore, varimax rotation was performed to help interpret the data easily. the data also suppress small coefficients up to .30 to display only items with factor loading greater than .30. two considerations were considered for the current research: commonalities and factor loading. almaleki (2021) stated that one of the major concerns in the factorial analysis was the minimum level of commonality to decide which indicator was adequate to represent a latent trait. communality itself indicates the variable explained by the common factor (shrestha, 2021). it estimates the percentage of the variance in the variable explained by all factors (durosaro et al., 2019). the commonality ranges from 0 to 1, with 0 indicating that the factor was not explained by the variance and 1 indicating that all the variance was explained by the factor (almaleki, 2021). for the current research, the item with a commonality below .30 was eliminated from the analysis. other than that, the researchers also considered the number of factors loaded; factor loading was related to the correlation of the items to the specific factor (de roover & vermunt, 2019). the criteria of factor loading explained by yıldırım & güler (2022) as poor (.32), fair (.45), good (.55), very good (.63), and excellent (.71). for the current research, factor loading was used to locate the item to the specific factor. table 1. data of participants of the study sample n percentages region johor 110 52.1% selangor 70 33.2% kuala lumpur 31 14.7% gender male 86 40.8% female 125 59.2% races malay 111 52.6% chinese 66 31.3% indian 29 13.7% others 5 2.4% verification of reliability and validity of a malaysian version of rathus assertiveness schedule as drug prevention scale 6 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 results and discussion results this study analyzed data from 47 participants who completed the intervention and followup until the last session (see figure 1 for participant flow). the participants were divided into three groups: mindfulness dhikr breathing (mdb) treatment group (n=17), progressive muscle relaxation (pmr) treatment group (n=12), and control group (n=18) (table 1). some participants were excluded from the study due to reasons such as the use of medication for insomnia, incomplete screening, not receiving the mdb or pmr treatment, discontinuing the pmr treatment due to covid-19 symptoms, or discontinuing the control treatment. the response was collected from 211 students, with a response rate of 100%. in the current research, respondent complete answers regarding the region, gender, race, and 30 items of the rathus assertiveness schedule as drug prevention. the initial analysis split the respondents based on gender, with 86 males and 125 females. table 2 shows this group's average value of the rathus assertiveness schedule as a drug prevention scale. the average score for all respondents was 3.20, with a standard deviation of .347. female respondents have a higher mean score compared to male respondents. the pearson correlation coefficient was calculated on the questionnaires' total scores for even and odd numbered items. the data was significantly correlated; the correlation coefficient was .539. furthermore, the cronbach alpha coefficient was also calculated; cronbach alpha was .748 for all respondents, .655 for males and .789 for females, see table 2. factor analysis kaiser-meyer-olkin and barlett's test of sphericity was executed to test the appropriateness of the data for factor analysis. the result of kmo and bartlett's test confirms that the data was sufficient for factorial analysis. the result of kmo was .775, indicating the threshold of .5. furthermore, the result of barlett's test was significant, see tabel 3. a factor analysis was conducted for 30 items in the spss 27.0 application. the principle’s axis factoring rotated with varimax rotation, and the coefficient was settled to .30 was settled. data analysis through 211 participants reveals nine factors with an eigenvalue exceeding 1.0. the total contribution ratio of the nine factors was 58.721% of the variance. the eigenvalue of each factor was 5.396 for the first factor, 3.036 for the second factor, 1.726 for the third factor, 1.478 for the fourth factor, 1.304 for the fifth factor, 1.288 for the sixth factor, 1.204 for the seventh factor, 1.133 for the eighth factor, and 1.052 for the ninth factor. the complete data of the factor can be seen in table 4. table 2. drug prevention scale rathus assertiveness scale sex no of subject mean points sd minimum points maximum points cronbach alpha male 86 3.1554 .30122 2.50 3.90 .655 female 125 3.2368 .37306 2.33 4.30 .789 total 211 3.2036 .34715 2.33 4.30 .748 table 3. kmo and bartlett's test kaiser-meyer-olkin measure of sampling adequacy. bartlett's test of sphericity approx. chi-square df sig. .776 1543.728 435 .000 jusoh, a. j., imami, m. k. w., handrianto, c., isa, a. n. m., omar, s. z., abdullah, a., & wahab, s. 7 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 furthermore, the number of eigenvalues was confirmed through the scree plot. in the diagram, nine items exceed the standard of 1. the scree plot confirmed nine factors in the current data set. figure 1. scree plot table 4. total variance factor initial eigenvalues extraction sums of squared loadings total % of variance cumulative % total % of variance cumulative % 1 5.396 17.986 17.986 4.835 16.116 16.116 2 3.036 10.121 28.107 2.465 8.218 24.334 3 1.726 5.752 33.859 1.129 3.762 28.096 4 1.478 4.927 38.786 .924 3.079 31.176 5 1.304 4.345 43.131 .802 2.675 33.851 6 1.288 4.292 47.423 .748 2.493 36.343 7 1.204 4.015 51.438 .617 2.055 38.398 8 1.133 3.777 55.215 .517 1.724 40.122 9 1.052 3.506 58.721 .454 1.515 41.637 10 .925 3.083 61.804 11 .903 3.011 64.815 12 .851 2.836 67.651 13 .792 2.640 70.291 14 .784 2.612 72.903 15 .750 2.501 75.404 16 .710 2.367 77.771 17 .679 2.264 80.035 18 .667 2.224 82.259 19 .654 2.182 84.441 20 .585 1.951 86.392 21 .523 1.743 88.135 22 .505 1.685 89.820 23 .483 1.609 91.429 24 .438 1.459 92.888 25 .427 1.424 94.312 26 .406 1.354 95.667 27 .383 1.278 96.945 28 .340 1.135 98.080 29 .303 1.009 99.089 30 .273 .911 100.000 extraction method: principal axis factoring verification of reliability and validity of a malaysian version of rathus assertiveness schedule as drug prevention scale 8 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 commonalities portray the proportion of the variance explained by the common factor, and factor loading portrays which factor the items correlated with. table 5 reveals the value of factor loading and commonalities; the finding reveals that several items did not achieve the commonalities threshold of 0.3 (x12, x14, x27, and x28). furthermore, the factor loading indicates which factor the item was correlated with. the result showed that there were seven items in the first factor with factor loading ranging from .308 to .667, there were four items in the second factor with factor loading ranging from .420to .506, there were four items in the third factor with factor loading ranged from .304 to .714, there were two items in the fourth factor with factor loading ranged from .571 to 669, there were two items in the fifth factor with factor loading ranged from .372 to .536, there was one item in the sixth factor with factor loading .780, there were two items in the seventh factor with factor loading .343 and .525, there were two items in the eighth factor with factor loading .523 and .470 and one item in the ninth factor with factor loading.404. table 5. factor loading and commonalities items extracted factor communalities 1 2 3 4 5 6 7 8 9 1. most people seem to be more aggressive and assertive than i am .780 .649 2. i have hesitated to join in a community because of “shyness .562 .474 3. when my friends in school doing bad things, i complain about it to the teachers .571 .452 4. i am careful to avoid hurting other people’s feelings, even when i feel that i have been injured .372 .360 5. if my friends have gone to considerable trouble to show me behaviour that is not quite suitable, i have a difficult time saying “no.” .461 .377 6. when someone told me about drug cases, i insist upon knowing why .536 .406 7. there are times when i look for a good, vigorous argument in drug discussion. .343 .330 8. i strive to get ahead as well as most people in my position .525 .307 9. to be honest, people often take advantage of me. .404 .324 10. i enjoy starting conversations about drug .608 .416 11. i often don't know what to say to people who consume drug. .633 .486 jusoh, a. j., imami, m. k. w., handrianto, c., isa, a. n. m., omar, s. z., abdullah, a., & wahab, s. 9 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 12. i will hesitate to make phone calls to talk about drug cases .214 13. i would rather apply for a job or for admission to a college by writing letters than by going through with personal interviews .506 .456 14. i find it embarrassing to return merchandise .420 .297 15. if a close and respected relative were annoying me, i would smother my feelings rather than express my annoyance .461 .524 16. i have avoided asking questions about drug for fear of sounding stupid .581 .505 17. during an argument, i am sometimes afraid that i will get so upset that i will shake all over .667 .497 18. if a famed and respected lecturer makes a comment which i think is incorrect about drug, i will have the audience hear my point of view as well .523 .405 19. i avoid arguing about drug with people who drug addict .447 .326 20. when i have done something important or worthwhile, i manage to let others know about it .470 .485 21. i am open and frank about my feelings .493 .424 22. if someone has been spreading false and bad stories about me, i see him or her as soon as possible and “have a talk” about it .304 .519 23. i often have a hard time saying “no.” to drug .403 .421 24. i tend to bottle up my emotions rather than make a scene .398 25. i will complain my teacher if my friends try to consume drug .669 .508 26. when i am asked to consume drug, i sometimes just don't know what to say .308 .434 27. if a couple near me in a force someone to consume drug i would ask them stop and quit .428 .228 verification of reliability and validity of a malaysian version of rathus assertiveness schedule as drug prevention scale 10 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 28. anyone attempting to push ahead of me in a line is in for a good battle .423 .254 29. i am quick to express an opinion regarding of drug .714 .617 30. there are times when i just can't say anything .555 .400 the researcher then named the factors that describe the items. the first factor consists of seven items named “inability to express feeling”, the second factor consists of four items named “lack of self-confidence”, the third factor consists of four items named “strong self-confidence”, the fourth factor consists of two items named as “the courage to complain”, the fifth factor consists of two items named “disregard to own feeling”, the sixth factor consists of one item named “aggressive”, the seventh factor consists of two items named “endeavour”, the eighth factor consists of two items named “expressing thought and values”, and the ninth factor consists of one item named “used by other”. discussion the validity and reliability of the rathus assertiveness schedule as a drug prevention scale were verified through 211 secondary school students in malaysia. the scale attained high reproducibility in the current research, as proved by a high correlation coefficient (r = .539). furthermore, the cronbach alpha coefficient score for all respondents was .748. schrepp (2020) defines the thresholds of cronbach alpha as follows; > .9 (excellent), > .8 (good), > .7 (acceptable), > .6 (questionable), > .5 (poor), and < .5 (not acceptable). reflecting the threshold given, the internal consistency of the current scale was acceptable. testing the reliability of a scale is essential to finding scale consistency. in this case, cronbach's alpha helps to measure the internal consistency of the scale. it helps to prove that the scale measures the different aspects of the same attribute (adeniran, 2019). amirrudin & nasution (2021) stated that a high cronbach alpha indicates that the items have similar covariance, which can measure the same concept. many researchers utilize cronbach's alpha as a method to test the reliability of a scale. for example, schrep (2020) tested the reliability of the ux scale using cronbach alpha, ramdan (2019) tested the reliability of the indonesian version of the hamilton anxiety scale using cronbach alpha, and crandall et al. (2020) tested the reliability of the family health scale using cronbach alpha. several eigenvalues more significant than one are essential for the current research (fan et al., 2022; husin et al., 2023). most extraction methods rely on eigenvalues to decide the number of factors in the analysis (auerswald & moshagen, 2019). there were nine factors with an eigenvalue greater than 1 in this research. the first and second factors, namely "inability to express feelings" and "lack of self-confidence," had the highest eigenvalues (5.396 and 3.036). their research stated that teenagers could not act assertively because they feared being disliked, disappointing others, and not being accepted in the group. fear leads teenagers to limit themselves in their environmental interactions, resulting in an inability to express feelings and a lack of self-confidence (bulantika et al., 2019; zainil et al., 2023). besides that, ismail et al. (2020) stated that assertive behaviour is the key to enhancing life quality and communication. research by emeliya natasha bt mohd noor et al. (2022) reveals that there are two reasons malaysian lack the ability to communicate or express feelings: anxiety and a lack of confidence. this research revealed that a lack of self-confidence makes students afraid to involve in the community (x2). furthermore, the lack of communication skills prevents them from advising drug abusers (x11), they inability to reject the invitation to consume drugs (x23), and the cannot argue when being asked to consume drugs (x26). emeliya natasha bt mohd noor et al. (2022) add that the individual's inability to assertive communication could make jusoh, a. j., imami, m. k. w., handrianto, c., isa, a. n. m., omar, s. z., abdullah, a., & wahab, s. 11 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 them talk too much without making strong statements or argumentation (ang, 2016). his research revealed that many malaysian students were not assertive, meaning they lacked social skills such as a low level of effective communication. that is why the first and second factors have high factor loading in this research. research conducted by chie et al. (2015) in malaysia reveal that assertiveness could make the student more independent and logical in rejecting peer influence to consume the drug. however, assertiveness learning should be followed by instilling self-confidence. tymes et al. (2016) found that students lacking social confidence in risky situations engage in deviant behaviours such as drug abuse. the lack of self-confidence will make students prone to being led and influenced by peers and others, resulting in uncontrollable action (chie et al., 2015; nengsih et al., 2022). this research proved that the lack of self-confidence prevents students from learning about the drug because of their fear of seeming stupid (x16) and their inability to prevent their peers and themselves because they did not dare argue against drug abusers (x19). mustapha et al. (2020) suggest three strategies for drug prevention in malaysia: inculcating trust, building motivating, and enhancing self-confidence. implications the result of this research is expected to have theoretical and practical implications. theoretically, this research contributes to the psychometric discussion on the assertiveness concept, where assertiveness in drug education consists of nine factors: inability to express feelings, lack of self-confidence, strong self-confidence, the courage to complain, disregard for one's own feelings, aggression, endeavour, expressing thoughts and values, and being used by others. furthermore, practically, the result of this research can be used to measure the student`s assertiveness in drug education and to initiate an effective drug prevention programme in school. limitations and suggestions for further research there are several limitations and suggestions for future research. firstly, the number of participants is limited to 211 secondary school students in malaysia; more participants are needed to have more accurate instrument testing in malaysia. secondly, this research only employs one factorial analysis, namely exploratory factor analysis (efa), which only measures the initial structure of the instrument; future research suggests employing confirmatory factor analysis (cfa) to confirm the structure of the instrument. other validation procedures, such as rasch analysis of convergent and divergent validity, can also be used to strengthen the validity and reliability of the instrument. conclusion the purpose of this research was to determine whether or not the malaysian version of the rathus assertiveness schedule was a valid scale for evaluating drug prevention. the data demonstrated that they could be relied upon for factorial analysis. exploratory factor analysis, considering eigenvalues, commonalities, and factor loadings, was utilized to validate the scale structure. the eigenvalue revealed nine different factors; the similarities between the items indicate that four should be removed, and the factor loadings point to the structure of the items in the scale. the structure of the scale can be broken down as follows: the first factor includes seven items, the second factor includes four items, the third factor includes four items, the fourth factor includes two items, the fifth factor includes two items, the sixth factor includes one item, the seventh factor includes two items, the eighth factor includes two items, and the ninth factor includes one item. in addition, the scale was shown to be reliable by the cronbach alpha, which gave it a score of .748. verification of reliability and validity of a malaysian version of rathus assertiveness schedule as drug prevention scale 12 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-16, 2023 acknowlegment this research was funded by the ministry of higher education malaysia through long term research grant scheme (lrgs/1/2019/ukm/02/2/4), with the project title "developing and conceptualizing a model of drug-free school environment prevention strategy at selected hot spots" (grant number: 2019025610742). we would like to express our gratitude to the editorial team and reviewers who spent their priceless time reviewing and improving this article. author contribution statement conceptualization, ajj and mkwi; methodology, ch and anmi; data analysis, szo; writing—review and editing, aa and sw. all authors have read and agreed to the published version of the manuscript. references abd elwahab el sayed, h., abd el sattar ali, r., mohamed ahmed, f., & fathy mohy, h. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.15295/bmij.v8i3.1540 https://doi.org/10.1111/j.1365-2834.2007.00691.x https://doi.org/10.1080/14659891.2020.1760371 https://doi.org/10.1080/07370016.2016.1120592 https://doi.org/10.1007/s10942-018-0296-4 https://doi.org/10.1080/08039488.2022.2082522 https://doi.org/10.21580/pjpp.v6i1.6679 https://doi.org/10.1080/07481187.2020.1784311 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: yosef, y., rozzaqyah, f., rahmi, r., marwah, a. s., & vilala, v. (2023). using e-module in guidance lessons to enhance multicultural self-efficacy of islamic and public high school students. islamic guidance and counseling journal, 6(2). https://doi.org/10.25217/0020236374100 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung using e-module in guidance lessons to enhance multicultural self-efficacy of islamic and public high school students yosef yosef*, fadhlina rozzaqyah, rahmi rahmi, alika s marwah, vin vilala universitas sriwijaya, indonesia josephbarus@unsri.ac.id* article information: received march 22, 2023 revised may 24, 2023 accepted july 8, 2023 keywords: e-module, high school, islamic guidance lesson, multicultural self-efficacy, public high school abstract the implication of multiculturally islamic and public high schools for guidance and counseling was how to help students enhance multicultural self-efficacy using self-learning electronic based-materials. the current study examined the effect of using an e-module of guidance lessons on students' multicultural self-efficacy. it constituted 10th graders of an islamic high school (ihs) and a public high school (phs) as its samples. a multicultural self-efficacy scale (mses) was employed to measure students' multicultural self-efficacy before and after completing the selfinstruction of the guidance lesson comprising five units of an e-module. the study analyzed the data sets employing a paired sample t-test, independent t-tests, and n-gain techniques to test the hypotheses. the results revealed the significant effect of using the e-module on the multicultural self-efficacy of islamic and public high school students, no significant differences between the multicultural self-efficacy of ihs and pbs students, and the value of using the e-module was at a moderate level for both groups. in conclusion, using the e-module could provide a functional account of guidance lessons to increase multicultural selfefficacy among students of ihs and phs. introduction in a multi-ethnic country such as indonesia, students will meet and get along with peers from diverse cultural-related backgrounds that may cover ethnicity, social class, religion, gender identity, language, or exceptionality (convertino et al., 2013; servaes, 2022; setiyowati et al., 2019). for high school students, along with the level of cognitive development, cultural diversity has more varied responses than elementary and middle school students leaving negative and positive impacts. they included a low educational performance in minority students (braster & dronkers, 2013; dronkers, 2010; konan et al., 2010), facing significant disadvantage of educational opportunities for the non-dominant group (servaes, 2022), having the opportunity for students to experience various social and cultural interactions (zamroni et al., 2021), increasing creativity (camargo et al., 2022) and having adequate cultural selfefficacy (rania et al., 2012). the school situation is similar to the workforce in that positive effects of different cultures usually have different ways of thinking and can thus analyze a matter from several perspectives (martin, 2014) and diversity can drive innovation (hewlett et al., 2019). meanwhile, the negative effect can include miscommunication, the creation of barriers, and dysfunctional adaptation behaviors (lakshmipathiaiah, 2020). considering that https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/0020236374100 https://orcid.org/0000-0002-9456-9462 https://orcid.org/0000-0002-9456-9462 using e-module in guidance lessons to enhance multicultural self-efficacy of islamic and public high school students 2 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 high schoolers will soon enter the labor market, this similarity should make whatever types of high schools aware that multiculturalism as part of transferable skills has to be introduced to students (unicef, 2021). in this country's educational system, upon graduating from middle school, students may choose one of three available high schools that meets their needs, such as public high school (phs), islamic high school (ihs) (madrasah aliyah), vocational school. they operate similar educational systems, although parts of their learning outcomes and subject matter are different. in the context of cultural diversity as part of the adolescent development tasks (manning, 2016), those students ideally have to acquire multicultural competencies necessary for living together (priatna et al., 2019; raihani, 2018) and for a better living together, schools ideally provide multicultural education (rachmawati et al., 2015). the situation often is not as expected as still found inter-ethnic and inter-religious conflicts in various group learning in phs (as’ad et al., 2019). concerning such expectations and considering available sources, multiculturalism in islamic and public high schools incorporated several avenues. for instance, at the former school, teachers integrated multiculturalism into pancasila and civic education (samsuri & marzuki, 2016), social studies, art and culture (apriani et al., 2021), and islamic multicultural content of quran and hadith (sukino et al., 2020). similarly, the latter school integrated multiculturalism into islamic religious education (aisida, 2021; padil, 2021) and general subject matters (setiyonugroho, 2022). in addition to subject matters, the effort to support multicultural education comprised of managing multicultural classroom practice (safitri & efianingrum, 2019). cultivating multiculturalism in all types of high schools needs to be conducted not only by teachers (agirdag & merry, 2014; ulfa et al., 2021; sulaiman, 2023) but also by school counselors (merlin, 2017; yosef et al., 2022). at the level of comprehensive guidance and counseling currently considered the best practice, the delivery system of basic service containing guidance lessons in multicultural competencies is one of the pressure points for school counselor intervention (myrick, 2011). guidance lessons under several names, such as classroom and group guidance, have been part of delivery system for supporting multicultural education, particularly prevention and developmental purposes. despite the regulation on school counseling in indonesia being obvious, as a similar situation occurred in other countries (hilts et al., 2019), school counselors still experience several obstacles in providing guidance lessons to students due to time allocation (bahri, 2020; kamaruzzaman, 2016). for this condition not to interrupt student multicultural self-efficacy development and lead to inappropriate multicultural awareness and behavior, school counselors need creative tools such as e-module that allow their students to learn the efficacy based on learner-centered principles (watson, 2017). literature review in social cognitive theory, self-efficacy is a construct related to self-concept. while in broader terminology, self-concept is an individual perception of oneself that includes cognitive (thoughts about) and affective (feelings about) judgments about oneself (bong & clark, 1999), self-efficacy itself refers to an individual's judgment of himself abilities to perform a task within a specific context (bandura, 1982). understanding self-efficacy will contribute to understanding individuals, such as predicting behavior in particular settings (yaakobi, 2018). in addition to mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states as a source of self-efficacy, for further understanding of this construct, bandura (1997) proposed two types of self-efficacy, general and specific self-efficacy. the first is the belief in one's competence to cope with a broad range of stressful or challenging demands, whereas the latter is constrained to a particular task at hand, such as mathematical self-efficacy yosef, y., rozzaqyah, f., rahmi, r., marwah, a. s., & vilala, v 3 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 (zakariya, 2022), english self-efficacy (li et al., 2022), and communication self-efficacy. in corresponding to this construct, multicultural self-efficacy is an example of specific selfefficacy, an individual's judgments of his abilities to act within a dynamic multicultural social environment. by having such self-efficacy, their multicultural competence will lead to positive multicultural behavior. since self-efficacy has diverse effects on psychosocial functioning (bandura, 1977), in a multicultural context, it defines how an individual initiates multicultural coping behavior, disburses how much effort, and sustains how long efforts in the face of obstacles and aversive cultural experiences. considering bandura’s viewpoint (1994), high school students, as adolescents, approach the demands of adulthood and have to learn to assume full responsibility for themselves in almost every dimension of life, including the multicultural relationship in school settings. these require mastering many new skills and the ways adult society works. learning how to interact and deal with culturally diverse peers becomes a matter of considerable importance for them in order to get successful in the future. these are but a few of the areas in which they have to develop new competencies and self-beliefs. under a delivery system of comprehensive school counseling, several studies have proved guidance lesson contribution to student development at the high school level by applying various strategies and media, such as using the classical guidance model (farozin, 2012), flipped methods (mulawarman et al., 2020), and using module in guidance lessons (bancin et al., 2019). unfortunately, these strategies require direct interaction between a school counselor and students in school-hour classroom settings, a condition from which school counselor feel necessity. argumentatively, when time and space have been a concern for school counselors, self-learning aided by a module will be a possible solution. precisely, a module can become an alternative resource material so that students still have opportunities to develop their multicultural self-efficacy through guidance lessons. school counselors may provide the material in printed or electronic modules as long it fulfilled validity, practicality, and potential impact requirements (mckenney, 2016). guidance lessons and subject instructions have similarities in common. considering curriculum as a guide for both, they have objectives to attain, learning activities to accomplish, and assessments to evaluate their effectiveness (dack & merlin-knoblich, 2019). from this framework, using a module or an e-module in guidance lessons will have similar effects proved by subject instructions, such as fiqih (muharom, 2021) and civic education. the e-module, a logically structured collection of course content and student-centered learning activities (theresa & nardo, 2017), may present in interactive or non-interactive form. it has advantages, such as containing state-of-the-art knowledge relevant to the school counseling field, having no obstacles used by students independently, and is effective in helping students to achieve guidance objectives. the use of conventional or electronic modules provides significant benefits for improving various psychological attributes of students, such as improving student academic competence (lindenmaier et al., 2018), self-regulation abilities (bancin et al., 2019), interactive learning (yulando et al., 2019), and self-esteem (rhepon & nirwana, 2016). using self-learning e-modules in guidance lessons suggests a potential impact on students' multicultural self-efficacy that is proved in subject instruction at elementary and high school levels (benito et al., 2022; guiamalon et al., 2021). further examination of this suggestion will provide more evidence and understanding of its contribution to the guidance and counseling fields. rationale of the study multicultural practices in islamic and public high school settings have attracted much attention and been cultivated through several avenues, such as multicultural guidance and counseling (hayati et al., 2022), multicultural and religious education (nuryanto, 2018), or using e-module in guidance lessons to enhance multicultural self-efficacy of islamic and public high school students 4 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 integration into subject matters (sembiring et al., 2022). although attracting attention, efforts to enhance multicultural self-efficacy as a critical part of multicultural education in innovative ways, such as using an e-module, are practically limited. facing limited opportunities for students to access guidance lessons due to educational policy at the high school level, e-module would be a promising tool to enforce students’ multicultural self-efficacy, including in islamic or public high schools. school counselors can benefit from the e-module by supplying guidance materials and asking their students to study them independently in more structured activities. considering this importance, we examined its effect on students’ multicultural self-efficacy. aims and hypotheses the objective of the present study was to examine the effects of using the e-module in guidance lessons on students’ multicultural self-efficacy in islamic and public high schools. based on the literature review, we hypothesize that (1) using the e-module in guidance lessons will lead to a higher level of the students’ multicultural self-efficacy, (2) there are no significant differences in multicultural self-efficacy between students of islamic and public high schools upon using the e-module in guidance lessons, and (3) using the e-module in guidance lessons will result similar effectiveness on students’ multicultural self-efficacy either in islamic or public high school. methods paticipants the sample for this study consisted of students from two different types of schools, an islamic high school (ihs) in palembang, the capital of south sumatera province, and a public high school (phs) in batumarta, a small city in the same province. the students were 15 10th graders of ihs and 14 10th graders of phs. we selected the students randomly from 8 cohorts of each school, with two students from each cohort. initially, students participated in each school were 16 students. nevertheless, only 15 students of ihs and 14 of phs completed the guidance lessons and post-test. demographically, the students of ihs consisted of four javanese, three lahat, two palembang, one betawi, one komering, one minang, one bangka malay, and one musi. among them were five males and ten females. meanwhile, for phs, the students were eight javanese, two balinese, two komering, and one minahasan. they were eight males and six females. instrument in the present study, we had a multicultural self-efficacy scale (mses) (yosef, harlina, et al., 2022) administrated before, directly after students exposed to the e-module, and six month later. it was a 36-item self-report measure designed to assess the level of efficacy related to cultural knowledge (e.g., “discuss cultural tradition differences with other students openly"), communication (e.g., "avoid gestures that lead to misunderstanding"), cultural values (e.g., "avoid judging group member behavior based on one's cultural measures”), cultural awareness (e.g., "accept criticism of one's tradition calmly"), and flexibility dimensions (e.g., "build togetherness with other students"). the item validity of the mses was measured between .413 to .771. meanwhile, the reliability coefficient of the subscales was between .745 to .881, and the reliability coefficient of the full scale was .954. students rated their multicultural selfefficacy to each item in the range of 0-10 (0=certainly cannot do, 10=certainly can do). procedure and time frame in the current study, we set a one-group pretest-posttest design of the pre-experimental method (heppner et al., 2008; leavy, 2017) to achieve the objectives. instead of assigning an intervention and a control group, we modified the design by involving two nonequivalent yosef, y., rozzaqyah, f., rahmi, r., marwah, a. s., & vilala, v 5 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 groups of ihs and phs engaged in guidance lessons on multicultural self-efficacy with the assumption that the effect would really and simultaneously occur at these schools by designed intervention (onwuegbuzie, 2000). in conjunction with selecting a sample randomly in each school, we maintain internal validity by assigning similar procedures to both groups with the same pretest, providing guidance materials on multicultural self-efficacy via the e-module, having school counselors facilitate guidance lessons where the students learn independently (self-instruction or self-directed learning) the designed materials with similar procedures on daily basis, administering posttest directly after the intervention, and follow up test after six months of intervention. after intensive preparation, we set a timeframe for the study where similar interventions for two groups of ihs and phs were carried out during october 2022. in the first session, before the guidance lessons started by the school counselors, we introduced to the students the rationale of learning multicultural self-efficacy, the purposes of the e-module, the procedures, hints for studying the e-module effectively, and distributed the non-interactive e-module formatted in the flipbook using the heyzine application. they might read it via an androidbased smartphone or personal computer. it had forward and back buttons enabling linear progression through the content. afterward, they had up to 40 minutes to fill out the informed consent and complete the mses for the pretest. in the second to sixth sessions of guidance lessons, the school counselors had the students engaged in self-instruction of e-module daily for up to 45 minutes. in each unit, the students had to read an action plan, contents, case, practice, summary, and assessment sections. the contents contained materials according to the theme of the units (cultural knowledge, communication, cultural values, cultural awareness, and flexibility). the case facilitated students to engage deeply and explore possible solutions to the problem. the school counselors monitored student self-instruction by listing those who had completed the assessment. finally, in the seventh session, the school counselors arranged a reflection activity for up to 60 minutes. it discussed and clarified all students' questions and concerns. after completing the reflection session, we administered mses to students. analysis plan the study had data sets on students’ multicultural self-efficacy obtained through online pre-test, post-test, and follow-up test administration. for data analysis, firstly, researchers scored the students’ responses on the mses in each group and displayed their mean scores and standard deviations on each and overall dimensions. second, the normality and homogeneity test were employed for data sets and followed by the hypothesis test using a paired sample ttest in each group. third, to examine the difference between the mean scores of both groups in the post-test, we applied the independent samples t-test for the mean on each and overall dimension. fourth, to examine the effectiveness of using the e-module, the study counted the g value of single-student normalized gain and g-average value (meltzer, 2002) in each and overall dimension against the pretest-posttest and the pretest-follow up-test (second post-test). finally, we displayed the results by using tables and line charts. all computerized-multicultural selfefficacy data sets were analyzed accordingly by using spss version 27.0. results and discussion results tables 1 and 2 displayed mean scores and standard deviations of students' multicultural self-efficacy. to test the hypothesis regarding differences in mean scores of the pretest and the post-test, a t-test for paired samples was in place for each group. the posted results in both tables indicated statistically significant differences between the mean scores of the pretest and the post-test in each group. meanwhile, more analysis was displayed in table 3, revealing that phs students had higher scores in multicultural self-efficacy than ihs. using e-module in guidance lessons to enhance multicultural self-efficacy of islamic and public high school students 6 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 in figure 1, we found that the normalized multicultural self-efficacy scores (n-gain) of ihs students in the first measure after intervention (posttest) reached .39 (blue line) and of phs students .55 (gray line). the result of the second measure (follow-up-test), ihs student n-gain table 1. mean score of pre-posttest and ttest for multicultural self-efficacy of ihs dimension pretest (n=15) posttest (n=15) ttest mean sd mean sd cultural knowledge 5.81 1.46 7.84 0.83 -6.143 (sig. 2 tailed=.00) communication 5.61 1.77 7.21 1.10 -5.302 (sig. 2 tailed=.00) cultural values 6.04 1.38 7.60 0.89 -6.277 (sig. 2 tailed=.00) cultural awareness 6.26 1.23 7.79 0.96 -5.882 (sig. 2 tailed=.00) flexibility 7.00 1.19 8.08 0.98 -6.475 (sig. 2 tailed=.00) total 6.22 1.20 7.73 0.75 -6.798 (sig. 2 tailed=.00) table 2. mean of pre-posttest and ttest for multiculural self-efficacy of phs dimension pretest (n=14) posttest (n=14) ttest mean sd mean sd cultural knowledge 6.25 0.98 8.32 1.04 -6.378 (sig. 2 tailed=.00) communication 5.81 1.12 8.12 1.26 -5.671 (sig. 2 tailed=.00) cultural values 6.12 1.09 8.37 1.38 -6.290 (sig. 2 tailed=.00) cultural awareness 6.58 1.01 8.36 1.09 -5.707 (sig. 2 tailed=.00) flexibility 6.55 1.03 8.79 0.88 -7.138 (sig. 2 tailed=.00) total 6.42 0.62 8.41 1.01 -6.524 (sig. 2 tailed=.00) table 3. mean and ttest of posttest for multicultural self-efficacy of ihs and phs dimension ihs (n=15) phs (n=14) ttest m sd mean sd cultural knowledge 7.84 0.83 8.32 1.04 -1.376 (sig. 2 tailed=.180) communication 7.21 1.10 8.12 1.26 -2.076 (sig. 2 tailed=.048) cultural values 7.60 0.89 8.37 1.38 -1.792 (sig. 2 tailed=.084) cultural awareness 7.79 0.96 8.36 1.09 -1.510 (sig. 2 tailed=.143) flexibility 8.08 0.98 8.79 0.88 -2.024 (sig. 2 tailed= .053) overall 7.73 0.75 8.41 1.01 -2.077 (sig. 2 tailed=.047) figure 1. normalized multicultural self-efficacy of ihs and phs students 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 cultural knowledge communication cultural values cultural awareness flexibility overall normalized mulcultural self-efficacy scores ihs n-gain 1 ihs n-gain 2 phs n-gain 1 phs n-gain 2 yosef, y., rozzaqyah, f., rahmi, r., marwah, a. s., & vilala, v 7 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 was .37 (orange line) and phs 0.44 (yellow line). although the g-average value of both groups in the posttest was different (n-gain = .39 and .55), referring to meltzer (2002), the values were in a medium category (.3 ≤ g ≤ .7), meaning the use of the e-module had a medium effect on students' multicultural self-efficacy. in addition, data from the second test revealed that the intervention was still in the similar effect category, despite tending to get lower after the intervention, except the communication dimension seemed to increase in ihs and slightly in phs students. discussion the current study followed up to the previous research on multicultural self-efficacy. while it has compared students’ multicultural self-efficacy in islamic and public high schools (yosef, 2022) without any intervention, we examined the effect of using an e-module in guidance lessons at similar types of schools. considering data sets from our samples, the analysis revealed several main findings. we confirmed the first hypotheses that exposing the emodule in guidance lessons leads to a higher level of the students’ multicultural self-efficacy. the second hypothesis that stated no significant differences in multicultural self-efficacy between islamic and public high school students after using the e-module in guidance lessons was verified. meanwhile, in the third hypothesis, our data justified using the e-module in guidance lessons resulted in similar effectiveness on students’ multicultural self-efficacy either in islamic or public high school. first, looking at the effect of using the e-module in ihs or phs, our data set showed a predicted pattern of increasing students’ multicultural self-efficacy in all designed dimensions. despite the mean score difference between the pre-test and post-test being significantly consistent, specifically in ihs, the highest mean scores fell in the flexibility dimension, followed by cultural knowledge and culture awareness. interestingly, all standard deviation lowered after exposed to the e-module. the meaning of this trend is that the range of their scores gets closer to each other because of the positive effect of using the e-module supposedly. a similar mean score pattern also occurred in phs. their self-efficacy increased in all dimensions. however, after figuring out their standard deviation, they seem to increase the gap between the lowest and the highest multicultural self-efficacy after using the e-module, except for flexibility. it assumes that the progress of some students is more advanced after using the emodule than others, although their scores still increase altogether. probably, they occurred in more advanced students in self-learning than others. several studies at various levels proved that students who are successful in using learning modules were those who have good reading comprehension (vallespin, 2021), attitudes and academic performance (bacomo et al., 2022), and engagement (rajabalee, 2021). unfortunately, they have not been the issues of the current study. although they do not deny the fact that using the e-module has a significant effect on efficacy, this explains that those students who are exposed to the e-module in guidance lessons are able to add their properties of multicultural self-efficacy in all dimensions. the findings is in accordance to the results of previous studies in several areas covered by guidance lessons, such as self-concept (yusop et al., 2018), positive body image (fitri & astuti, 2021), stress intervention (mahfar et al., 2019). second, as posted in table 3, our analysis showed that the mean scores of ihs and phs students were not different except in the communication dimension (sig. 2 tailed = .048 < .05). the former scores seemed more scattered (m = 6.22; sd = 1.20) than the latter (m = 6.42, sd = .62), meaning the multicultural self-efficacy of the latter is more homogeneous than their peer of ihs, the range of the lowest and the highest score relatively close. in summary, the results suggest the differences reveal, but the gap between both groups is still in an acceptable range. although it is imaginable that students at both schools had parallel cultures in common and reacted similarly because of the influence of local culture at the provincial level, these school using e-module in guidance lessons to enhance multicultural self-efficacy of islamic and public high school students 8 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 cultures are, in fact, partly different related to the school system: islamic and public schools. furthermore, the reason for the observed difference between both groups who received similar intervention using the e-module could also pertain to various factors that result in different responses. for instance, rohman and lessy (2017) found that teachers at ihs teaching civic education, the history of islamic culture, tauhid, and akidah akhlak experienced barriers in explaining the diversity of schools in islam, including the issues of theology, mazhab, or khilāfiyyah in fiqh. ihs, which has an intrareligious or religious organization affiliates environment and cultural diversity (septian & budiman, 2021), will have more challenges developing students' multicultural self-efficacy than those at phs. meanwhile, at the latter school, diversity is twofold, where the students experience interreligious and intercultural encounters more than in the former, as represented in the phs samples. in general, since the diversity at ihs encompasses culture, they have less opportunity to interact or communicate with religiously and culturally diverse peers in the school settings. several studies, however, revealed mixed results. nisa (2022), for example, found further evidence, showing that ihs students' knowledge of the diversity of ethnicity, religion, race, and inter-group generally was limited, although social relation aspects were adequate. it might associate with their urban settings, where the ihs situates in the capital province, while the phs locates in a small city. another study (kristianus, 2020) suggested a different finding that the students in ihs and phs had relatively lower cultural knowledge related to the ineffectiveness of multicultural education. in contrast, qualitative research by mujizatullah and muslim (2020) revealed vice versa, in which ihs students had understood and implemented diversities by promoting tolerance behaviors. third, since the degree of effectiveness of using the e-module of multicultural selfefficacy is our concern, our post-test data show that the mean scores of ihs and phs do not differ significantly. even they have been proven by the second measurement that show the students still have moderate level of multicultural self-efficacy. it is agreeable that sometimes attainment decreasing may occur after a intervention is ended for a consecutive of time as found in time series design research (gasparrini, 2021). furthermore, after exposing the student to the e-module, we calculated their average n-gain score (see figure 1), in which the values reached .39 for ihs and .55 for phs. the effectiveness of using the e-module on both groups based on meltzer’s norm was moderate (.3 ≤ g ≤ .7). follow-up-test six months after the post-test revealed that the intervention seems still in effect, as indicated by the n-gain scores, although only one communication dimension increased compared to the other dimensions. however, they are still in the moderate category. these values indicate that using the e-module is slightly more effective in phs than in ihs. next, there is a new evidence found in follow up test, where communication dimension in ihs increases slightly compared to other dimension. probably, the student are motivated to have open communication during the reflection session where the school counselor clarified questions, concern, and issues. it means that they have meaningful benefit from guidance lesson experience. several studies prove the effectiveness of using a module related to its learning mode, where the students use it in classroom activities led by a school counselor (damayanti, 2022; saper & iksan, 2016; wardani, 2022). the results seem to reveal a moderate level. of course, they differ from the current study, where the students almost fully engage in self-learning. we tried the utilization of the e-module in non-classroom settings, in line with the nature of the module facilitating student learning by themselves (sejpal, 2013). specifically, after providing the introduction part and hints to use the e-module, the students independently have the opportunity to explore the content, solve the designed cases, practice to measure their progress, and finally have a classroom reflection session to clarify whether they did as instructed by the e-module. from this perspective, it is surprising that using the e-module in the targeted schools, yosef, y., rozzaqyah, f., rahmi, r., marwah, a. s., & vilala, v 9 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 even though only at the medium level, the effect is slightly similar. supposedly, it will be more effective if done as conducted in mentioned research. in sum, this current study suggests the importance of studying multicultural self-efficacy in different types of high schools. our findings validate the helpfulness of bandura's selfefficacy theory and instructional theory related to a self-learning module in explaining multicultural self-efficacy and the effort to increase it. as in high school multicultural practices at ihs and phs, the students' multicultural self-efficacy has not bloomed optimally due to limited social interaction, either at school or in a community environment. these, in turn, limit them from having performance accomplishments, vicarious experience, or physiological and emotional states obtained from intensive social interaction. our results show that letting the students explore the guidance materials formatted in a self-learning e-module will allow them to experience multicultural self-efficacy, at least from a cognitive perspective. implications the current study suggests several implications for islamic and public high school guidance and counseling programs, particularly in providing meaningful information support for school counselors to understand students’ responses to using e-module in guidance lessons. as the findings discussed and compared to other studies, the multicultural self-efficacy of ihs and phs students can improve through guidance lessons powered by a self-instructional emodule. putting a belief that students may learn multicultural self-efficacy by providing appropriate and challenging designed materials in the form of an e-module, not only the students foster their self-learning but also attain the intended content. particularly for ihs students, less interactivity with culturally and religiously diverse peers contributes to lower attainment than their peers in guidance lessons. besides, although students benefit from exposing self-learning e-module, the reflection activity led by school counselors contributes to edifying their learning. students’ self-learning abilities, for instance, keeping attention, reading skills, analytical skills, and time management, should be considered since they associate with their engagement in guidance lessons. finally, school counselors should keep the students’ attainment by providing reinforcement guidance activities to reduce the possibility of intervention effects decreasing gradually to the baseline. limitations and suggestions for further research despite the results of this study providing an alternate perspective to school counselors in delivering guidance lessons on multicultural self-efficacy by using the e-module, we recognize several limitations. the research does not assign a control group in each respective school. although a comparison of multicultural self-efficacy between students of ihs and phs fulfills the normality and homogeneity requirement, the obtained value t-test needs careful attention since they are considered nonequivalent groups according to educational system characteristics. likewise, the study has not clarified the students’ ability for self-learning as the nature of the module requires it. future research should consider this issue to distinguish those students who appropriately benefit from the guidance lessons with the e-module. besides, the administrated instrument to assess the psychological construct of multicultural self-efficacy analyzed in the present study depends on self-report measures. as such, we measure selfefficacy through the lenses of students rather than via nonbiased observers. different types of instruments, in addition to self-report measures, will add a better understanding of the effect of the module on multicultural self-efficacy in future studies. in the current study, we use a noninteractive e-module which may have limitations for student enthusiasm. it probably will improve if these studies utilize the interactive module in a mixed-method design to grasp the deeper meaning of students’ multicultural self-efficacy. finally, further studies may involve using e-module in guidance lessons to enhance multicultural self-efficacy of islamic and public high school students 10 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 more sample sizes, schools, and students’ ethnicities addressed islamic and public high schools in other areas culturally more diverse for the comprehensiveness of the results. conclusion with the concern for strengthening students’ multicultural self-efficacy along with the effort of providing appropriate guidance lessons growing with each passing day, using an electronic-based module is on demand for today’s school counselors. the current findings indicate the need for elevating multicultural self-efficacy among students of islamic and public schools for them to be able to interact with culturally diverse peers. the study finds the applicability of the e-module in guidance lessons and presents its moderate effectiveness in enhancing multicultural self-efficacy for students of islamic and public schools. school counselors who seek out opportunities to develop their multicultural self-efficacy but experience time constraints to provide guidance lessons in classroom settings will be better off utilizing the e-module. acknowlegment this research project has been supported by the universitas sriwijaya. for this support, the authors thank the rector and dean of the faculty of teacher training and education for encouragement in doing the research. the authors also express their gratitude to the school counselors and their students who actively engaged in this research. author contribution statement the authors prepared the research project, collected and analyzed the data, and 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(2021). cross-cultural competence in multicultural education in indonesian and new zealand high schools. international journal of instruction, 14(3), 597–612. https://doi.org/10.29333/iji.2021.14335a copyright holder : © yosef, y., rozzaqyah, f., rahmi, r., marwah, a. s., & vilala, v. (2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.35445/alishlah.v14i1.1417 https://doi.org/10.12691/education-7-10-4 https://doi.org/10.6007/ijarbss/v8-i12/5316 https://doi.org/10.3389/fpsyg.2022.986622 https://doi.org/10.29333/iji.2021.14335a islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: mutiah, d., paulina, m., & putra, m. d. k. (2023). psychosocial factors affecting self-regulated learning among indonesian islamic college students: the mediating role of perception feedback. islamic guidance and counseling journal, 6(2). https://doi.org/10.25217/0020236369200 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung psychosocial factors affecting self-regulated learning among indonesian islamic college students: the mediating role of perception feedback diana mutiah1*, melisa paulina2, muhammad dwirifqi kharisma putra3 1 universitas islam negeri syarif hidayatullah jakarta, indonesia 2 universitas islam negeri raden fatah palembang, indonesia 3 universitas gajah mada, indonesia diana.mutiah@uinjkt.ac.id* article information: received may 25. 2023 revised june 3, 2023 accepted june 26, 2023 keywords: perception feedback; self-efficacy; self-regulated leaning; social support abstract in facing various problems during the online learning process, individuals need to have self-regulated learning to be able to undergo online lectures optimally and effectively. hence, student’s knowledge increases and learning objectives are achieved. this study aims to investigate the mediating effect of self-efficacy in the relationship between perception feedback on self-regulated learning in undergraduate students. whether the mediation had varying effects on different age levels and sex differences was also examined. the sampling technique used in this study is a non-probability sampling with 410 students. this study uses a quantitative approach with path analysis. in this study, researchers used confirmatory factor analysis (cfa) using lisrel 8.8 to test the construct validity of theinstrument. the results showed that there was a direct effect from the independent variables, namely self-efficacy, family support, and an indirect effect through mediator variables, namely self-efficacy, family support, friend support, and gender. the effect of self-efficacy and family support is partial mediation on self-regulated learning. while the variables of peer support and gender demographic variables have a perfect mediating effect on self-regulated learning with perception feedback as a mediator. introduction the problems that exist in online learning are caused by several factors, one of which is the unpreparedness of various aspects, such as educators, regulation, and infrastructure. consequently, the implementation of online learning was not optimal (fata et al., 2021; rahayu et al., 2022). in carrying out online learning, students need to have self-regulated learning (srl) because they have to be responsible for their learning process (mou, 2021). the srl refers to the process of continuously monitoring and controlling one’s learning (vandenbos, 2016). srl can be defined as thoughts, feelings, and behaviors that are self-generated and oriented towards achieving goals, and requires the ability to believe in themselves (zimmerman, 2002). furthermore, self-efficacy is an internal factor that influences from within a person, so the development of the srl occurs in managing, and regulating the process of changing learning https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/0020236369200 mailto:diana.mutiah@uinjkt.ac.id psychosocial factors affecting self-regulated learning among indonesian islamic college students: the mediating role of perception feedback 2 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 from offline to online (kuo et al., 2014; stephen & rockinson-szapkiw, 2021). thus, selfefficacy can be said to be a belief in individuals to solve their problems during the pandemic. self-efficacy is crucial for students because it makes student solve their problems or task easier. a person with a high level of self-efficacy will focus more on finding solutions to problems than thinking about the shortcomings that exist (graham, 2022). previous research found that the level of self-efficacy was found to be correlated with the level of the srl among indonesian students during the covid-19 pandemic (ulfatun et al., 2021). additionally, the higher self-efficacy correlated positively with students’ level of srl (wijaya et al., 2020). in parallel, based on the findings from research on chinese students, individuals who have higher self-efficacy tend to show more effort. simply put, there is a positive relationship between selfefficacy and srl in students (sun & wang, 2020). srl is also influenced by external factors such as social support. social support is the provision of assistance or comfort to others, typically to help individuals cope with their biological, psychological, and social stressors (vandenbos, 2016). based on research conducted by triwahyuni et al. (2021) there is a positive and significant relationship between social support and the srl during the covid-19 pandemic. in addition, arjanggi (2019) stated that the higher the social support, the higher the student's srl ability. also, social support is found as a predictor to increase srl in online learning (carter et al., 2020). however, besides internal and external factors, srl was also influenced by demographic variables such as age and gender. age and gender were re-examined in this study as demographic variables, with the fact that there are gaps that need to be filled since another research conducted by zhao et al. (2014) on 2738 subjects (1630 men and 1108 women). this study found that men tend to score higher than women, although it should be noted that younger people had better planning, regulation, and evaluation compared to the older ones. in contrast, wijaya et al. (2020) found that women's srl level was higher than men's during the covid-19 pandemic. pantu (2021) in his research conducted on 296 students in indonesia found that age affects srl. the results show that the older an individual, the higher the srl. edisherashvili et al. (2022) revealed that various age groups had higher srl. based on this research, further research is necessary to examine the role of age and gender on srl. self-efficacy and social support, as well as demographic variables such as (age and gender), affect srl significantly. the research conducted by oktariani et al. (2020) shows that self-efficacy and social support provides a significant positive relationship to student srl. then, daharnis (2018) in their research on 226 subjects show that there is a significant relationship between self-efficacy and social support which together affect srl. in addition, in forming the srl, communication is also needed to inform the accuracy of what is done. through feedback, students can receive suggestions about their weaknesses in learning so they can improve their performance. when students can self-evaluate and understand the feedback that has been given, the learning objectives can be achieved (aldowah et al., 2019). this indicates that perception feedback can also be a mediator between social support in influencing srl. ekholm et al. (2015) found that perception feedback can be a mediator variable between self-efficacy and srl. and there is a significant relationship between self-efficacy and srl which is mediated by perception feedback. perception feedback is defined as a student's thought response and openness to receiving feedback about assignments (tadlock et al, 2008). perception feedback refers to students' thoughts about the content of feedback provided by external sources in terms of cognitive, metacognitive, motivational, and affective reactions. high perception feedback is characterized when individuals can receive suggestions about their learning from teachers or peers. the research conducted by wong et al. (2019) shows that feedback on activities is reflective, and reinforces the positive effects that support srl. perception feedback can vary depending on the content of the feedback and can be in the form of evaluative and informative mutiah, d., paulina, m., & putra, m. d. k. 3 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 communication so that feedback has an effect as a mediator (strijbos et al., 2021). perceptions between male and female students are differ, female students have higher scores than men in the field of friendliness, verbal and non-verbal communication. thus, perception feedback can also be a mediator between gender variables in influencing srl. also, providing good feedback can improve srl. through feedback, students can accept suggestions and shortcomings in learning so that there are efforts to carry out srl. according to mou (2021) regular feedback can develop srl in students. srl is a very important and interesting variable for further research. in this study, researchers will examine the role of internal factors, such as self-efficacy, and external factors, such as social support and demographic factors that affect srl in online learning. hence, the researchers took the title "psychosocial factors affecting self-regulated learning among indonesian islamic college students: the mediating role of perception feedback". rationale of the study the impact of the covid-19 pandemic is a multidimensional problem faced by various sectors, one of them being the education sector. online learning during the covid-19 pandemic caused a decrease in the quality of learning for students (sahu, 2020). such as reduced formal learning hours, and a lack of e-learning facilities that can be used in the learning process (sintema, 2020). argaheni (2020) states that there are problems faced by students in dealing with online learning including ineffective discussions, many students who are not actively participating in lectures, and stressing students mentally. the difficulty of running online learning becomes difficult, especially for universities that do not yet have an online-based academic system, and the quality of the internet network is not evenly distributed throughout indonesia. in facing various problems during the online learning process, individuals need to have the srl to be able to undergo online lectures optimally and effectively, so that student’s knowledge increases and learning objectives are achieved. in this case, students are required to be able to regulate themselves or apply the srl in achieving the desired learning objectives. the slr can help students carry out their learning (mou, 2021). there are so many research that has been conducted on slr, but in indonesia, research on the srl among islamic students during the online learning period is still limited, it is only centered on general students. purpuses of the study in general, this study aims to determine the effect of self-efficacy, social support, and demographic variables on the srl at universitas islam negeri raden fatah palembang (uin palembang) during a covid-19 pandemic. in particular, we postulated that the relationship between independent variables and dependent variable is mediated by perception feedback as mediator variable. simply put, we want to examine whether there are direct and indirect effects on the srl. research hypotheses this research aims to investigate the effect of the independent variable on the dependent variable. then, the analysis is carried out to see whether the variation in the relationship between the two variables is influenced by the mediator variable. based on this description, the hypothesis proposed in this study is: h1: there is an influence of self-efficacy, social support, and demographic variables (gender and age) on the srl in students mediated by perception feedback fitted by data. h2: there is a joint effect of self-efficacy, social support, and gender demographic variables on the srl. psychosocial factors affecting self-regulated learning among indonesian islamic college students: the mediating role of perception feedback 4 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 there is a direct or indirect effect of self-efficacy on the srl. h4: there is a direct or indirect influence of family support on the srl. h5: there is a direct or indirect effect of peer support on the srl. h6: there is a direct or indirect influence from significant others on the srl h7: there is a direct or indirect effect of gender on the srl. h8: there is a direct effect of age on the srl. methods research design this study uses a quantitative approach with a cross-sectional design to see the relationship between independent variables and dependent variables. the dependent variables in this study are the srl and the independent variables are self-efficacy, social support, and demographic variables (gender and age). and the mediator variable is perception feedback. the instrument used in this study was an online questionnaire through the google form with the likert scale method. then, participants were asked to choose one of the available response options according to what the participants felt or experienced. the measuring instrument in this study is an adaptation measurement tool that has been tested by previous researchers. in this study, the data about independent variables and dependent variables are collected simultaneously and allow for potraying the relationships between variables at one time. population and the methods of sampling the subjects on this study were students of uin palembang. the reason the authors took uin palembang students as respondents was because according to the preliminary study conducted by the researcher, there were problems related to the importance of the srl. second, during the pandemic, students are required to be able to carry out the srl so that they can adapt to changes and new rules. third, the student learning method is student centered, which means students are required to be more active in the learning processes. the active student population of the faculty of psychology uin palembang is 809 students. the sample size used in this study was 410 students. the sampling technique used is a non-probability sampling technique. in this technique, each element in the population does not have the same opportunity to be sampled (sugiyono, 2011). the sample criteria in this study are as follows: 1) active student of the faculty of psychology uin raden fatah palembang, 2) take online lectures, and 3) willing to volunteer to be research subjects. the rule of thumb that we used to determine the minimum sample size is as follows: 150 315 respondents (muthén & muthén, 2002). based on this rule of thumb, the minimum number of respondents in this study has exceeded the minimum sample size for conducting path analysis. instrumentation the measuring tool used in this study was an online questionnaire via the google form with the likert scale method which consisted of 4 categories from strongly disagree (1) strongly agree (4). this scale consists of favorable items and unfavorable items, with different scores. on the favorable item, the highest score is given to strongly agree, and strongly disagree is given a low score. then, participants were asked to choose one of the available response options according to what the participant felt or experienced. we used confirmatory factor analysis (cfa) to check the construct validity of the instruments. we used two indices to conduct the test of goodness of fit, namely chi-square and root-mean-square error of approximation (rmsea). we used chi-square closer to zero (p > .05) and rmsea < .05 as model fit criteria (brown, 2015). mutiah, d., paulina, m., & putra, m. d. k. 5 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 in this study, we used four psychological scales. first, by measuring self-regulation online which was developed by barnard et al. (2009). the srol is self-regulated online learning scale consisting of 24 items. the srol consists of six subscales including environmental structuring; goal setting; time management; seeking help; task strategy; and selfevaluation. this scale was tested for validity using the cfa method. in the first analysis, chisquare = 2103, p-value = .000, rmsea = .134. by looking at the p-value less than .05 and rmsea greater than .05, it can be concluded that the model is not fit. modifications were made to free measurement error parameters in the model. after 110 modifications, chi-square = 157, df = 133, p-value = .069, rmsea = .021 were obtained. judging from the large p-value of .05 and the rmsea value of less than .05, it can be concluded that the model can be said to be fit. after the fit model is obtained, the next step is to look at the significance of the item validity, namely whether each item is significant in measuring the variable to be measured, namely the srl. the significance of the item can be seen from the tvalue of the loading coefficient which is positive and the t-value is more than 1.96. the results show that all items in the srol are valid. second, the self-efficacy variable is measured by the general self-efficacy scale-12 (gses-12) (bosscher & smit, 1998). this instrument consists of 12 items. this scale was tested for validity using the cfa confirmatory factor analysis method. the results of the first analysis show chi-square = 1070.02, p-value = .00000, and rmsea = .214. based on the p-value which is still less than .05 and the rmsea which is greater than 0.05, it can be concluded that the model is not fit, so it needs to be modified to the model. modifications were made to free measurement errors for each item. and after 20 modifications, we obtained chi-square = 43.31, df = 34, p-value = .131, and rmsea = .026. judging from the large p-value of 0.05 and the rmsea value of less than 0.05, it can be concluded that the model is fitted with the data. after the fit model is obtained, the next step is to test the validity of the items. based on the results of the analysis, it is known that all gses12 items are valid because all of the items have a t-value > 1.96 and the factor loading coefficient is positive. in other words, all items in gses-12 are valid and can be used for the next analysis. third, the social support variable is measured using the multidimensional scale of perceived social support (mspss) (zimet et al., 1988). the first dimension is family support. testing the validity of the family support scale was carried out to test whether the 4 items in this scale are unidimensional, which means that they only measure one variable, namely family support. this scale was tested for validity using the confirmatory factor analysis (cfa) method which was tested using lisrel 8.80 software. the first analysis using lisrel 8.80 software obtained chi-square = 21.92, p-value = .00002, rmsea = .156. by looking at the p-value less than 0.05 and rmsea which is more than .05, it can be concluded that the model is not fit. modifications were made to free measurement error parameters. after 1 modification, chi-square = 1.00, df = 1, p-value = .316, rmsea = .003 was obtained. judging from a pvalue greater than 0.05 and an rmsea value of less than .05, it can be concluded that the model is fitted with the data. after the model fit is obtained, the next step is to examine the significance of the item validity, namely whether each item is significant in measuring the variable to be measured, namely family support. the significance of the item can be seen from the factor loading coefficient which is positive and the t-value is more than 1.96. based on the results of the analysis it is known that all of the dimensions of family support are valid. so that these items meet the criteria for use in the next analysis. the validity test of the peer support scale was carried out to test whether the four items in this scale are unidimensional, which means that it only measures one variable, namely peer support. the first analysis show chi-square = 4.04, p-value = .1325, and rmsea = .05. based on these results, it can be concluded that the model is fitted with the data. after the fit model is psychosocial factors affecting self-regulated learning among indonesian islamic college students: the mediating role of perception feedback 6 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 met, the next step is to examine the significance of item validity. the significance of the item can be seen from the t-value of the loading coefficient which is positive and the t-value is more than 1.96. based on the results of the analysis, it appears that all items of the peer support are valid. thus, these items meet the criteria for the next analysis. the validity test of the significant others scale was carried out to test whether the 4 items in this scale are unidimensional, which means that they only measure one variable, namely significant others. in the first analysis, chi-square = 34.21, p-value = .0000, rmsea = .198. by looking at the p-value less than .05 and rmsea which is more than .05, it can be concluded that the model is not fit. then, modifications were made to free measurement errors for each item to be correlated with each other. after 2 modifications, chi-square = .00, df = 0, p-value = 1.00000, rmsea = .000 is obtained. judging from the large p-value of .05 and the rmsea value of less than .05, it can be concluded that the model is fitted with the data. after the fit model is met, the next step is to investigate the significance of the item validity, namely whether each item is significant in measuring the variable to be measured, namely significant others. the significance of the item can be seen from the t-value of the loading coefficient which is positive and the t-value is more than 1.96. based on the analysis, it is known that the factor loading coefficient of significant others is positive and significant, so all item meets the criteria for analysis in the next stage. lastly, the perception feedback variable was measured using the feedback perceptions questionnaire (fpq) developed by strijbos et al. (2021) consists of 18 items. perception feedback consists of 18 unidimensional items. the fpq consists of five sub-scale constructs, namely fairness, usefulness, acceptance, willingness to improve, and affect. in the first analysis, chi-square = 3022.26, p-value = .00000, and rmsea = .229. by looking at the p-value less than 0.05 and rmsea which is more than .05, it can be concluded that the model is not fit. modifications were made to free measurement errors for each item to correlate with each other. after 55 modifications, chi-square = 99.95, df = 81, p-value = .075, rmsea = .024 were obtained. judging from the large p-value of .05 and the rmsea value of less than .05, it can be concluded that the model is fitted with the data. after the model fit is met, the next step is to test the significance of item validity. the significance of the item can be seen from the value of the factor loading coefficient which is positive direction and the t-value is greater than 1.96. based on the results of the analysis, it was found that all significant others items were declared valid. after all, items are tested for validity using cfa. items on the instrument that have been proven valid are used to calculate the factor score. factor score is an estimate of the quantitative value that an individual would have on a latent variable were it possible to measure this directly (vandenbos, 2016). simply put, the factor score is the score that the researcher will later use to carry out path analysis. the factor score in this study was computed using spss 23 software. data analysis for descriptive statistics, the statistical package for the social sciences 23 (spss 23) by ibm was used with significance accepted if p < .05. there was no problem with missing data as the statements of each online questionnaire needed to be 100% complete before continuing to the next section of questionnaires. the data distribution was checked through skewness and kurtosis to control how much the variables diverge from the normal distribution (morgan & griego, 1998). the hypothesis testing was conducted by the path analysis approach using the lisrel software version 8.8 (jöreskog et al., 2006) with maximum likelihood estimation method. path analysis is a variation of multiple regression analysis which is used to analyze causal mutiah, d., paulina, m., & putra, m. d. k. 7 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 relationships and determine direct and indirect effects simultaneously between the independent variables and the dependent variable (stage et al., 2004). in using path analysis, we used several fit indices, such as, the root mean square error of approximation (rmsea), 90% c.i. for rmsea, probability rmsea, comparative fit index (cfi), and tucker–lewis index (tli). based on published criteria (lt hu & pm bentler, 1999), the following standards for good fit were used: cfi > .95, tli > .95, rmsea < .05, 90% c.i. for rmsea < .05, and probability rmsea > .05. after it has been proven that the model is fitted with the data, then we testing the hypothesis of whether each direct and indirect effect is statistically significant. it can be done by looking at the t-value (z > 1.96) and significant level (p < .05). results and discussion results the sample size in this study is 410 participants. the subjects of this study were active undergraduate students (s1) of the faculty of psychology, universitas islam negeri raden fatah palembang. an overview can be seen in table 1. from the table 1 it can be seen that perceptual feedback has the lowest score of 6.77 and the highest score of 63.15. the srl has the lowest score of 8.24 and the highest score of 68.07. self-efficacy has the lowest score of 18.37 and the highest score of 64.80. the social support variable, the family support dimension, has the lowest score of 22.94 and the highest score of 59.47 and the dimension of friend support has the lowest score of 23.01 and the highest score of 61.43 and the significant other dimension has the lowest score of 37.85 and the highest score of 49.9. next overview can be seen in table 2. model summary. from the table above, we can see that the r2 coefficient is .459 or 45.9%. it can be interpreted that the proportion of variance for each independent variable affects 45.9% on the srl while the other 54.1% is influenced by other variables outside of this study. after testing the model, the coefficient rmsea = .30, 90% c.i. = .0 .14 (lower limit < .05), and probability for rmsea= .45, (p > .05). hence, it can be concluded that the model meets the fit criteria. a summary of the model fit test can be seen in table 3 below and the model diagram that has been proven fit can be seen in figure 1. after all the criteria for the model fit are met, the next step is to examine the direct effect between variables. the following standardized coefficients are summarized in table 4 as follows. from the table above we can find out some important points, such as: first, the selfefficacy has a positive and significant effect with a coefficient of .21 on the srl. it can be seen from z-value = 5.07 (z > 1.96). it means that self-efficacy directly affects the srl significantly. it can be interpreted as the higher the self-efficacy, the higher the srl. second, the family support has a positive and significant relationship with a coefficient of .20 on the srl. it can be seen from the z-value = 4.50 (z > 1.96). it means that family support directly affects the srl table 1. descriptive statistics variabel n min. max. mean std deviation perception feedback 410 6.77 63.15 50 9.6 self regulated learning 410 8.24 68.07 50 9.5 self efficacy 410 18.37 64.80 49.9 9.4 family support 410 22.94 59.47 49.9 9.4 friends support 410 23.01 61.43 50 9.0 significant others 410 37.85 62.92 49.9 9.7 table 2. model summary model r r-square adjusted r-square std. error 1 .677a 0.459 0.449 7.09061 psychosocial factors affecting self-regulated learning among indonesian islamic college students: the mediating role of perception feedback 8 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 significantly. it can be interpreted as the higher the family support, the higher the srl. third, the friends' support has a positive and insignificant relationship with a coefficient of .08 on the srl. figure 1. model diagram note: se = self-efficacy; fs1 = family support; fs2 = friend support; so = signicant others; pf = perception feedback; srl = self-regulated leaning table 3. model fit indices indices value estimate model evaluation rmsea < .05 .30 acceptable fit 90% c.i < .05 .00 .14 acceptable fit probability rmsea > .05 .45 acceptable fit cfi 1 1 acceptable fit tli 1 1 acceptable fit table 4. coefficient of direct effect between variables path coefficient s.e z-value note se srl .21 .04 5.07 significant fs1 srl .20 .05 4.50 significant fs2 srl .08 .04 1.83 not significant so srl .06 .04 1.62 not significant gender srl .06 .04 1.63 not significant age srl .06 .04 1.60 not significant it can be seen from the z-value = 1.83 (z > 1.96). it means that the support of friends does not directly affect the srl. fourth, the significant others have a positive and insignificant relationship with a coefficient of .06 on the srl. it can be seen from the z-value = 1.62 (z > 1.96). it means that significant others do not directly affect the srl. fifth, gender has a positive and insignificant relationship with a coefficient of .06 on the srl. it can be seen from z-value = 1.63 (z > 1.96). it means that gender does not directly affect the srl. lastly, the age variable has a positive and insignificant relationship with a coefficient of .06 on the srl. it can be seen from the z-value = 1.60 (z > 1.96). it means that age does not directly affect the srl. in the next steps, the researchers examine the indirect effect of the variables of selfefficacy, social support (family support, friend support, and significant others), and gender effect on the srl through the mediator variable perception feedback. the results of the indirect effect can be summarized in table 5 below. mutiah, d., paulina, m., & putra, m. d. k. 9 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 table 5. indirect effect between variables path coefficient s.e z-value note se pf srl .28 .04 6.50 significant fs1 pf srl .27 .05 5.71 significant fs2 pf srl .24 .05 5.28 significant so pf srl .00 .04 -0.06 not significant gender pf srl .09 .04 2.14 significant based on the table above, it can be seen that five indirect paths affect the srl, such as: first, self-efficacy has a significant and positive influence with a coefficient of .28 on the srl indirectly through the mediator variable perception feedback, this can be seen from the z-value = 6.50. second, the family support has a significant and positive effect with a coefficient of .27 on the srl through the mediator variable perception feedback, this can be seen from the value of z-value = 5.71. third, the friends' support variable has a significant and positive effect with a coefficient of .24 on the srl through the mediator variable perception feedback, this can be seen from the z-value = 8.28. fourth, the significant others variable has an insignificant influence on the srl through the mediator variable perception feedback. this can be seen from the value of z-value = .06. lastly, the gender variable has a significant and positive effect with a coefficient of .09 on the srl indirectly through the mediator variable perception feedback, this can be seen from the value of z-value = 2.14. discussion following the purpose of this study which aims to investigate the path analysis model of the slr which is theorized based on the results of research data, the final model is obtained as shown in figure 2 below. figure 2. final model note: red line = not significant; black line = significant the model explains how the relationship between variables has an effect on the srl, both directly and indirectly using path analysis as an added value in this study. some of the variables predicted to affect the srl are self-efficacy, social support (family support, friends support, significant others), and demographic variables (gender and age) through perception feedback as a mediator variable. based on the results of the research that has been carried out, the variable that has the strongest influence on the srl, both directly and indirectly, is selfefficacy. it can be interpreted as the higher the individual's self-efficacy, the higher the srl. these findings align with several previous research. for example, self-efficacy is an internal factor to affect the srl. these findings are in line with the research results of daharnis (2018) stating that there is a significant relationship between self-efficacy and social support which together affect the srl. psychosocial factors affecting self-regulated learning among indonesian islamic college students: the mediating role of perception feedback 10 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 another finding in this study is the discovery of the significant effect of social support on the srl. more specifically, the significant variable is the dimension of social support called family support. the data shows that the higher the family support, the higher the srl. this finding is in line with a study conducted by oktariani et al. (2020) shows that self-efficacy and social support together provide a significant positive relationship with the srl. in this study, it was also found that perception feedback is a variable that can bridge the causal relationship between self-efficacy and the srl. these findings are in line with the study conducted by ekholm et al. (2015) who found that perception feedback is a mediator between self-efficacy and the srl. when students can self-evaluate and be aware of the feedback given by people around them, such as teachers, family, friends, and other people around them, then the learning objectives can be achieved (aldowah et al., 2019). this shows that perception feedback can also be a mediator between social support variables affecting the srl. in the results of this study, the social support variable, the significant others dimension, does not have a significant relationship either through direct influence or through a mediator. significant other in this study is the form of support from special people outside the scope of family and peers or in other terms the support of lovers (boyfriends or girlfriends). it is not significant because most islamic students do not date. after all, it is under one of the visions of the uin palembang is about islamic character. it means that unmarried islamic students are more careful not to date or have lovers who are not halal. in addition, there were also research findings regarding descriptive statistics of the srl, self-efficacy, social support, and perception feedback made by students during online learning. the srl is done by students in online learning by structuring the environment, setting goals, time management, seeking help, task strategies, and self-evaluation (barnard et al., 2009). in the arrangement of the environment, students choose the right location to avoid noise, choose the time with the least disturbance and find a comfortable and efficient place to study online. setting student goals in online learning is done by setting goal standards, setting gpa standards above 3.0, making long-term goals, and making a list of achievement targets for online lectures. in addition, students also carry out task strategies in the form of taking careful notes during online lectures, reading lecture instructions, preparing questions, and reading a lot during online lectures. time management is done by setting specific time allocations for online learning, making daily and weekly schedules, and trying to learn every day. with the srl, it does not mean that students do not need the help of others, but with the srl, students know the suitable help for themselves. as the results of this study, students find the right person to consult, try to get help from lecturers through online media, and share problems with classmates to find solutions. furthermore, self-evaluation, during the online learning period, the form of self-evaluation carried out by students was summarizing online learning materials, asking themselves about understanding the material, and communicating with classmates to find differences in understanding in online learning. students' self-efficacy during online learning is on average in the medium category. self-efficacy consists of three dimensions, namely initiative, effort, and persistence (bosscher & smit, 1998). the form of student initiative during online learning is to keep learning and not give up studying online lecture material that looks complicated. furthermore, the efforts made by students are making plans to complete online lecture assignments, and continuing to try to understand material that has not been understood, even though online lectures are not fun, students continue to attend online lectures and directly do the assignments given by the lecturer, and for student’s failure only makes them try even harder. persistence is an individual's persistence in facing difficulties, during online learning students try to be persistent, this can be seen when students can overcome existing problems, can handle unexpected problems, and believe in themselves to be able to complete online lecture assignments. mutiah, d., paulina, m., & putra, m. d. k. 11 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 as the results of previous studies reveal that during online learning, students need social support to carry out the srl. social support consists of three dimensions, namely family support, friend support, and significant others (zimet et al., 1988). based on the results of the study, there were only two significant effects on self-regulated learning during the online learning period, namely family support and friend support. family support is given to students in online learning in the form of help and emotional support and becomes a place for discussion in making decisions. unlike the case with the form of support from friends who always try to solve problems, there is online learning and for students, peers are a place to share joys and sorrows. based on the results of research on perception feedback, the average perception feedback of students in online learning is in the medium or good category. perception feedback consists of five dimensions, namely fairness, usefulness, acceptance, willingness to improve, and affect. in the fairness dimension, it can be seen that students feel satisfied, and fair and can consider feedback given by external parties on their assignments. furthermore, in the usefulness dimension, students perceive the feedback given during online learning as useful and useful, and through feedback, students feel they are supported. in the acceptance dimension, students show acceptance and do not reject feedback given by external parties on their assignments. willingness to improve is an act of acceptance to take action on the development of abilities and knowledge, in this dimension, students are willing to improve and take the time to make improvements from the feedback provided. in the affected dimension, it can be seen that students who were given feedback during the online learning period felt satisfied, felt successful, and not feel offended or frustrated with the feedback given. implications based on this study, it was found that the factors that influence the srl are self-efficacy and social support (the dimension of family support). this finding has several very useful implications for society. first, the importance of building high self-efficacy in students. because high self-efficacy can increase the chances of students having high srl. simply put, students who have high confidence that they can achieve their goals will have a high level of srl. second, social support (the dimension of family support) has an influence on the srl in online learning. what can be done by the family is to provide students with emotional assistance and support in making decisions. for peers, always sharing and providing support to one another, such as helping to solve problems that exist during online learning and being a place to share joys and sorrows. therefore, in improving the srl for islamic students, it is highly recommended that the surrounding environment, especially lecturers and practitioners can convince students that they are capable of dealing with all the obstacles they face in carrying out online learning. finally, based on this study, it was found that perception feedback is a variable that can provide a mediating effect between social support and self-efficacy. therefore, every student must have a good level of perception feedback. by having good perception feedback, students can receive suggestions about their weaknesses in learning, so they can improve their performance in learning. in the end, the learning objectives are achieved. limitations and suggestions for further research this research still has many limitations and shortcomings. first, in this study, the method used for data analysis is path analysis. in future studies, it is recommended to use more sophisticated methods such as structural equation modeling (sem). this is crucial because sem can directly correct measurement errors in the model (raykov & marcoulides, 2012). in simple terms, by using sem, researchers can get more precise parameter estimation results. psychosocial factors affecting self-regulated learning among indonesian islamic college students: the mediating role of perception feedback 12 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-15, 2023 second, in this study, social support scores are still broken down based on dimensions. future research should be able to carry out an analysis by combining all social support dimension scores (family support, friends support, and significant others) into just one score (ex: using second-order cfa). by doing so, it is hoped that the researchers will have a more comprehensive understanding of the influence of social support on the srl. lastly, the independent variables in this study are self-efficacy, social support, and demographic variables (gender & age). in future research, it is better to add other variables such as motivation or teaching models which are postulated to influence the srl. conclusion the results showed that there was a joint influence of self-efficacy, social support, and demographic variables on the srl. the results showed that the self-efficacy variable affecting the srl was partial mediation. it means that either directly or through perception feedback as a mediator variable, self-efficacy still has a significant and positive influence on the srl. then, the results show that the effect of social support (dimensions of family support) on the srl is partial mediation. it means that either directly or through perception feedback as a mediator variable, the dimensions of family support still have a significant and positive influence on the srl. another result shows that the effect of social support (dimensions of friend support) on the srl is perfect mediation. it means that peer support has a significant and positive effect on the srl when there is perception feedback as a mediator variable. simply put, peer support can affect self-regulated learning only when the individual has perception feedback. another finding is that the influence of the social support variable (significant others dimension) does not affect the srl, either directly or through perception feedback as a mediator. then, the results showed that the male gender had higher self-regulated learning abilities than women. then, the gender variable affects the srl which is perfect mediation. it means that the male gender will have a positive and significant influence on the srl, if the male gender has perception feedback. lastly, the age variable does not affect the srl significantly. acknowlegment the researchers thank the respondents for their willingness to be the subject of collection and to the reviewers the researcher hopes for suggestions that can add value to this paper. author contribution statement dm is responsible for conceptual, writing and analysis. mp is responsible for interpreting research and design results. mdkp is responsible for the analysis and interpretation of data processing results. references aldowah, h., al-samarraie, h., & ghazal, s. 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(2023) first publication right : islamic guidance and counseling journal this article is licensed under: cc-by-sa https://doi.org/10.31004/basicedu.v4i3.422 https://doi.org/10.1080/10447318.2018.1543084 https://doi.org/10.1111/bjet.12118 https://doi.org/10.1207/s15327752jpa5201_2 https://doi.org/10.1207/s15430421tip4102_2 islamic guidance and counseling journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj how to cite: bukhari, b., lintina, s., sabiruddin, s., mistarija, m., ismail, a., & maisharah k, s. (2023). the mediating role of religiosity on the big five personalities and marital satisfaction in indonesia: a perspective of da’wah psychology. islamic guidance and counseling journal, 6(2). https://doi.org/10.25217/0020236369600 e-issn: 2614-1566 published by: institut agama islam ma’arif nu (iaimnu) metro lampung the mediating role of religiosity on the big five personalities and marital satisfaction in indonesia: a perspective of da'wah psychology bukhari bukhari1*, shovia lintina2, sabiruddin sabiruddin1, mistarija mistarija1, a’dawiyah ismail3, septin maisharah k4 1 universitas islam negeri imam bonjol padang, indonesia 2 universitas islam negeri syarif hidayatullah jakarta, indonesia 3 university kebangsaan malaysia, malaysia 4 sekolah tinggi ilmu kesehatan muhammadiyah bojonegoro, indonesia bukhari@uinib.ac.id* article information: received june 7, 2023 revised june 22, 2023 accepted june 22, 2023 keywords: da'wah psychology, marital satisfaction, mediation, personality, religiosity abstract personality and religiosity have been found to be the most important predictors of marital satisfaction in empirical studies. however, there has not yet been any research that examines the causal relationship between personality and religiosity and the impact of both on marital satisfaction in the same model, from the perspective of da'wah psychology. in the current study, we aimed to verify the relationship between personality and marital satisfaction is mediated by religiosity, as it is perceived as motivation from the perspective da’wah of psychology. this research uses a quantitative approach, and statistical analysis methods in path analysis research using mplus software version 8.0. the sample consisted of 347 participants. the results show that 1) personality type affects marital satisfaction mediated by religiosity fit with data significantly and negatively and 2) negative personality emotionality affects marital satisfaction both directly and through religiosity as a mediator variable, where religiosity is as a partial mediator. the perspective of da'wah psychology is an approach that integrates religious principles with psychological knowledge so that it can provide a deeper understanding of helping individuals develop their potential and improve the quality of their lives and provide a framework for understanding the role of religiosity by emphasizing the importance of applying religious values in shaping marital satisfaction. the implications of this study highlight the importance of religiosity as a mediator in overcoming problems and suppressing negative emotionality so as to increase marital satisfaction in each couple within the framework of da'wah psychology. introduction indonesia is the country with the highest divorce rate in asia africa, around 28 percent of the marriage rate. based on a report by the indonesian central bureau of statistics (2022), information obtained from the ministry of home affairs' directorate general of population and civil registration (dukcapil). with the high number of divorce cases each year, it shows low marital satisfaction in the household. this is in accordance with hurlock's (1996), that divorce is the culmination of the highest marital dissatisfaction and occurs when a married https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/0020236369600 https://orcid.org/0000-0002-4484-9503 mailto:bukhari@uinib.ac.id https://orcid.org/0009-0004-5761-5310 https://orcid.org/0009-0003-7446-8335 https://orcid.org/0009-0001-6919-3336 the mediating role of religiosity on the big five personalities and marital satisfaction in indonesia: a perspective of da’wah psychology 2 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 couple is no longer able to satisfy each other, serve each other, and find ways to solve problems that can satisfy both parties. according to law number 1 of 1974, marriage is an inner birth bond between a man and a woman as husband and wife status with the aim of creating a happy and eternal family (household) based on the one and only godhead. according to hadikusuma (1990) marriage is the first process in starting a family as the initial stage of its formation with the aim of creating a happy household, peace of birth and mind, a home full of grace and affection for the family of sakinah mawaddah warohmah. while marriage according to islam and marriage law are in principle the same and have the same goal, namely to create a happy and prosperous family and legitimize offspring. santrock (1995) defines marriage not only as the union of two individuals, but as the union of two systems of the family as a whole and the construction of a new third system. nihayah et al. (2013) define that marriage is the union of two individuals in a legal bond in order to form a happy family. olson et al. (2014) explain that happiness, satisfaction, and pleasure felt subjectively by married individuals can be seen from the aspects contained in marital satisfaction. so marital satisfaction is one of the best predictors to see whether a household will last or not. hurlock (1996) explained that marital satisfaction can be seen and determined from the ability of married couples in the early days of marriage to unite different aspects in each so that it will determine the level of harmonization of a family. marital satisfaction is defined as subjective feelings about everything that happens in marriage to a husband and wife, inseparable from feelings of satisfaction, happiness and pleasure towards their married life (fowers & olson, 1993). previous studies have shown that religiosity has an important role in marital satisfaction, because a person's religiosity is considered to affect his mindset and behavior in living married life (choong et al., 2013; dudley et al., 1990; nihayah et al., 2013; townsend et al., 2011). the results of mahoney's research (in bradbury et al., 2000) that there is a positive correlation between marital satisfaction and religious participation. zaheri et al. (2016) added that spiritual and religious, sexual and interpersonal factors, communication and interaction and mental health are proven to have a positive effect on marital satisfaction. in iffah's dissertation research (2018), religiosity also significantly affects the marital satisfaction of wives in sumurber panceng gresik village. the relationship between human thought patterns and behavior with the level of religiosity greatly influences each other. positive behavior makes life directed so that it provides a sense of empathy that has a positive impact on the household. logically, marital satisfaction would be higher among religious people than among people with low religiosity. by increasing beliefs, attitudes towards religious teachings and in ritual practices both in the context of a relationship with god vertically and horizontally, it will make a person calmer and less anxious, suppress depression and be more stable in overcoming emotional turmoil in a person, so that he behaves and acts especially in the face of problems as an effort to increase happiness and marital satisfaction. as important as religiosity, personality also become an important role in influencing marital satisfaction. several studies have found that the big five personalities are associated with marital satisfaction (kaufman, 2011). the amount of influence on each personality dimension depends on the height and low of the individual's trait on the personality. feist et al. (2009) defined personality as a relatively permanent pattern of behavior and unique and consistent characteristics that can be used to distinguish one individual from another. one personality theory that is often used to explain a person's personality and examined its relationship with marital satisfaction is the big five personality with five forms of personality dimensions, namely extraversion (e), agreeableness (a), conscientiousness (c), neuroticism (n), and openness (o). personality extraversion has a tendency to enjoy interpersonal interactions, where individuals with this personality can be characterized as individuals who are active, talkative, bukhari, b., lintina, s., sabiruddin, s., mistarija, m., ismail, a., & maisharah k, s. 3 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 and easily adjust to the social environment. so if the extraversion score is high, it can increase marital satisfaction. in line with the statement above, the results of claxton's (2012) research show that personality extraversion is a factor of satisfaction in marriage relationships. in the agreeableness personality type, it can be characterized as individuals who easily trust others, caring, friendly and friendly. individuals with high agreeableness personality will feel high marital satisfaction, this is in line with indriani's (2014) research that individuals who have agreeableness personality types show marital satisfaction because of individual characteristics that tend to give in and put the interests of others first. in the conscientiousness personality type, individuals who have high conscientiousness characteristics are organized, organized and disciplined. if the individual of the night has a high conscientiousness score, it will increase his or her marital satisfaction. this is due to discipline in oneself and being able to organize activities or roles that are carried out well. furthermore, individuals with open mindedness personalities have high curiosity. with a high open mindedness score, the higher the marital satisfaction, because individuals with this personality tend to have an open and unconventional mind. in contrast to negative personality emotionality which has a negative influence on marital satisfaction. this means that individuals with high negative emotionality scores are characterized by feelings of anxiety, emotion and tend to feel dissatisfied with their marriage. this is in line with the research of javanmard & garegozlo (2013) also said so, that neuroticism as the most powerful predictor of marital dissatisfaction. in previous studies, religiosity was used as an intervening variable or mediator variable of the influence of big five personalities on life satisfaction (szcześniak et al., 2019). based on the results obtained, it can be affirmed that religiosity has a mediating effect in the relationship between extraversion, agreeableness, openness, conscientiousness to life satisfaction, while neuroticism through the mediation of religiosity to life satisfaction, is not significant. religiosity is used as a mediator variable because it is seen as a motivation that cannot be separated from well being (chukwuorji et al. 2018). in addition, personality is not the only factor that affects life satisfaction so it requires relationships between variables that are more complex than simple bivariate relationships (fairchild & mackinnon, 2008), therefore szcze śniak, et al (2019) assume that religiosity can change the direct relationship between personality, traits and satisfaction. similarly, sullivan's (2001) research emphasizes that religiosity can have direct, indirect, or compensatory effects. personality and religiosity also have a relationship in shaping a behavior. in this context, significant information is needed for evaluating how personality and religiosity interact (mccrae, 1999) shows that certain personality factors may make persons more or less likely to exhibit favorable or unfavorable religious attitudes, practices, and beliefs. (clobert & saroglou, 2015; saroglou & muñoz-garcía, 2008). for example, self-rated religiosity was shown to be positively predicted by horizontal self-transcendence, whereas neuroticism and selfactualization were found to be negative predictors (schnell, 2012). that's all because personality can be considered a much more solid framework for understanding religion than the other way around (maltby et al., 2010). in other words, during the time personality is founded on physiology whereas religion is learnt, it is more likely that personality influences religion than religion impacts personality. this theory is backed by a number of longitudinal studies that show personality qualities in the transitional stage of youth predict religiosity in late adulthood, whereas there is little scientific support for the reverse impact (wink et al., 2007). recent research (entringer et al., 2021) shows that the big five personalities significantly influence religiosity. the results of suminta (2016) research also show that religiosity orientation is positively and significantly influenced by personality. while neuroticism personality type and conscientiousness personality type are said to have a significant negative correlation with religiosity orientation. meanwhile, extrovert, agreeableness and open to the mediating role of religiosity on the big five personalities and marital satisfaction in indonesia: a perspective of da’wah psychology 4 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 experience personality types have a positive and significant relationship with religiosity orientation. spirituality and religiosity are two different things, but they cannot be separated because they complement and support each other as a muslim. religious teachings cover all the demands of human life on earth in order to be safe and happy towards a more eternal and eternal afterlife. as a muslim, allah almighty provides guidance with the quran and hadith which aims to create a clean cognitive and personality, clean lifestyle, good emotions, virtues and pure social relationships from other basic elements of divinity in accordance with the quran and hadith (hasbiyallah & sulhan, 2019). islam is a religion of da'wah that assigns its people to broadcast islam to all mankind. islam can guarantee the realization of happiness and welfare of mankind, if islamic teachings that cover all aspects of life are used as guidelines and implemented seriously. literally, psychology means "the science of the soul". it comes from the greek words psyche "soul" and logos "science". psychology is a science that studies human behavior as a description of the state of his soul. the word da'wah, when viewed in terms of language or etymology, comes from arabic, in the form isim masdar from the verb "da'a-yad'uda'watan which means "call, invitation or exclamation, supplication (prayer). da'wah psychology to foster a good muslim personality and a balanced life through a balanced personality based on an islamic approach (sham & nazim, 2015). the psychology of da'wah can form a balanced personality that is in harmony with religious teachings as in the qur'an (sauma, 2018). the psychology of da'wah, which encompasses the principles and practices of islamic outreach, can play a significant role in shaping a balanced personality among young adults. both the psychology of da'wah and a balanced personality are dynamic internal systems that influence an individual's actions, thoughts, and emotions (idris et al., 2021). psychology in da'wah focuses on understanding individual psychology and human psychiatric processes (kohari et al., 2022). the psychological approach of da'wah refers to the method used to change mad'u attitudes and behaviors through common sense, adopted voluntarily and happily, in accordance with the characteristics of the islamic soul, not imposed (rubino, 2020). in the psychology of da’wah, there are three approaches, motivational approaches, and tazkiyyah al-nafs approaches (idris et al., 2021). from the presentation of some of the review literature above, a few researchers focused on psychological approaches in discussing marital satisfaction, so there have been limited studies concerned to the perspective of da'wah psychology which in fact can affect the level of happiness in marriage. therefore, this study intends to determine the extent of the role of religiosity and personality in influencing marital satisfaction and viewed from the perspective of da'wah psychology. rationale of the current study according to studies done to date, personality is one of the most important determinants of marital satisfaction. however, no research have experimentally evaluated, within the same model, the relationship between personality characteristics, religion, and impacts on marital satisfaction. as religiousness is thought to be motivating in nature, we wanted to see if it was mediating the association between personality and marital satisfaction in the current study. humans are dynamic creatures and continue to experience development both physically, mind, and social interaction. to fully comprehend these intricacies, many research therefore need for a set of interdisciplinary analytical techniques, such as a da’wah of psychology perspective. hypotheses the following hypotheses were developed in this study: 1) there is an influence of personality type on marital satisfaction mediated by religiosity fit with data. 2) there is an bukhari, b., lintina, s., sabiruddin, s., mistarija, m., ismail, a., & maisharah k, s. 5 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 influence of personality type on marital satisfaction mediated by religiosity. 3) there is a direct or indirect influence of personality type on marital satisfaction. methods research design this study used a cross-sectional design to evaluate the causal relationship between big five personalities, religiosity, and marital satisfaction from the perspective of da’wah psychology. participants the sample technique method in this study uses non-probability sampling techniques, where the chances of each member of the population to be selected as a respondent are not the same (cozby & bates, 2011). the reason the researchers used the non-probability sampling method is because it would be very difficult to get a sample frame or list of the names of all muslims who have been married in indonesia. and since researchers used the non-probability sampling method, researchers utilized the rule of thumb in determining the sample size in this study. the thumb rule used is from muthen & muthen (2002) which states that the minimum number of respondents is a minimum of 150 – 315 respondents. the study involved 347 respondents, with 256 women and 91 men responding. respondents were recruited using online surveys through google forms. and based on the results above, it can be concluded that the number of respondents in this study has already exceeded the rule of thumb set by muthen & muthen (2002). instruments data collection was conducted using questionnaires and likert scale models with different answer choices at each scale. there were three measuring instruments in this study, namely the vietnamese marital satisfaction scale or mss-vn (trinh & phan, 2020), the big five personality or bfi-2 (ahya & siaputra, 2021), and the indonesian version of the muslim daily religiosity assessment scale or mudras (suryadi & hayat, 2021). the following is a detailed description of the instruments used in this study. marital satisfaction in this study, marital satisfaction scale used was the vietnamese marital satisfaction scale or mss-vn (trinh & phan, 2020) modified by the researchers. on the marital satisfaction scale measurement tool used favorable item (strongly agree scored 6, to strongly disagree scored 1) and an unfavorable item, while the score is given in the opposite order of answering (strongly agree scored 1 to strongly disagree scored 6). the total number of items on this mss-vn scale is 33 items. following are some examples of items on the mss-vn instrument: "pasangan saya menjaga saya", "saya merasa tidak adil dalam pembagian pekerjaan rumah tangga", "saya dan pasangan selalu membuat kesepakatan bersama tentang cara mendidik anak", "saya setuju dengan pasangan saya dalam mengambil keputusan penting", and "saya dan pasangan saling bertukar ide". religiosity in this study, religiostity scale used was the indonesian version of muslim daily religiosity assessment scale or mudras (suryadi & hayat, 2021). the mudras scale developed by olufadi (2017) which is already in indonesian version. this instrument has 28 items and consists of three dimensions, namely sinful acts, recommended acts, and engaging in bodily worship of god. for the favorable items (very agree scored 6, to very disagree scored 1) and an unfavorable item, while the score is given in the opposite order of answering (very the mediating role of religiosity on the big five personalities and marital satisfaction in indonesia: a perspective of da’wah psychology 6 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 agree scored 1 to very disagree scored 6). following are some examples of items on the mudras instrument: "mempercayai ramalan", "berkata jujur dalam keadaan apapun", and "berapa kali anda melaksanakan shalat setiap harinya?". big five personality in this study, personality scale used was the big five personality or bfi-2 (ahya & siaputra, 2021). the bfi-2 is an instrument for measuring individual personality based on the big five theory (mccrae & costa, 1996). conceptually, bfi-2 is divided into five parts and each dimension has three facets (sub-dimensi) with a total of 60 items. on the bfi-2 scale measurement for each dimension of bfi-2, the response form available is a five-point likert scale from the 1-5 range (1 = “very unsuitable”; 5 = “very suitable”). cfa analysis on the bfi scale is carried out per dimension, analyzing each dimension separately. these dimensions are extraversion, consciousness, agreeableness, negative emotionality, and open mindedness. following are some examples of items on the bfi-2 instrument: "ingin tahu mengenai banyak hal", "runtut dan teratur, suka menjaga kerapian", "ramah, mau bergaul", "sopan santun terhadap orang lain", and "sering merasa sedih". procedures this present study process is divided into three section. first, the research preparation stage, which includes the translation of measuring instruments such as the vietnamese marital satisfaction scale or mss-vn (trinh & phan, 2020), big five personality or bfi-2 (ahya & siaputra, 2021), the indonesian version of the muslim daily religiosity assessment scale or mudras (suryadi & hayat, 2021), all of which have been translated into indonesian. the second stage is that of research implementation. this stage began in june 2022, with the distributing of questionnaires via internet. each participant in the study got three research scales and a personal data questionnaire. previously, researchers asked permission to collect data from them, by showing a voluntary consent form to participate in the study. research scales as well as a personal data questionnaire. previously, researchers obtained permission to collect data form participants by displaying a voluntary consent form. the investigation lasted two weeks, form june 12 to june 24, 2022. the third stage is data processing. researchers collected data on personality, regilion, and marital satisfaction by scoring research participants. responses to items from the three scales. spss 23.0 for windows, lisrel and mplus version 8.8. is used to process the collected data. data analysis the validity test method uses confirmatory factor analysis (cfa) and path analysis analysis with mplus software version 8.0 to test the influence of the big five personality, with religiousity as the mediator variable towards marital satisfaction. the fit model indices used in this study are chi-square, rmsea, cfi, tli, and srmr. and the fit model criteria used refer to the hu & bentler (1999) and wang & wang (2020) articles, namely: chi-square closer to zero, p-value > .05, rmsea < .05, cfi > .95, tli > .95, and srmr < .08. the software used in data analysis in this study is spss, lisrel and mplus. spss is used to perform descriptive statistical analysis of variables, such as obtaining mean, median, variance, and standard deviation of each variable. lisrel is used to perform validity tests on measuring instruments using cfa. mplus is used for path analysis. validity test of marital satisfaction scale the cfa results show the model fit of the mss-vn scale, chi-square = 321.92, df = 286, p-value = .070, and rmsea = .019. based on the results above can be statistical evidence that the measurement tool mss-vn has been proven to measure only one construct, namely marital bukhari, b., lintina, s., sabiruddin, s., mistarija, m., ismail, a., & maisharah k, s. 7 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 satisfaction. once the fit model is met, the next step is to discard the invalid items. a non-valid item criterion is an item whose factor loading coefficient value is negative, t-value < 1.96, and p-values > .05. based on this criterion, two items are identified to be invalid, namely item 16 and item 28. validity test of the religious scale the total number of items on the indonesian version of mudras scale is 24 items. the cfa results show the model fitof the mudras scale, chi-square = 76.85, df = 58, p-value = 0.049, and rmsea = .031. based on the results above, it can be used as statistical evidence that the scale of mudras has been proven to measure only one construct, namely religiousity. once the model fit is met, the next step is to discard the invalid items. a non-valid item criterion is an item whose factor loading coefficient value is negative, t-value < 1.96, and p-values > .05. based on this criterion, two items are identified to be invalid, namely item 11, item 16 and item 17. validity test of the big five personality scale the cfa on the bfi-2 is carried out per dimension, which means analyzing each dimension separately. these dimensions are extraversion, consciousness, agreeableness, negative emotionality, and open-mindedness. as for the fit model of the extraversion dimension, chi-square = 50.69, df = 37, p-value = .066, and rmsea = .033. based on the results, it can be concluded that there is statistical evidence that the extraversion dimension of the bfi has been proven to measure only one construct, namely the extraversion. once the model fit is met, the next step is to discard the invalid items. and an invalid item criterion is an item whose factor loading coefficient is a negative value, t-value < 1.96, and p-value > .05. based on this criterion, of the 12 items analyzed, the results found eight items were invalid, namely items 3, 4, 5, 6, 8, 9, 10, and 11. the second dimension is conscientiousness. based on analysis obtained chi-square = 46.31, df = 37, p-value = .140 and rmsea = .027. based on the results above, it can be concluded that there is statistical evidence that the items on conscientiousness dimension is proven to measure only one construct, namely the conscientiousness dimension. once the model fit is met, the next step is to discard the invalid items. and an invalid item criterion is an item whose factor loading coefficient is a negative value, t-value < 1.96, and p-value > .05. based on this criterion, the result found four invalid items, namely items 3, 6, 9, and 11. the third dimension that agreeableness. based on analysis obtained chi-square = 50.76, df=38, p-value = .080 and rmsea = .031. based on the results above, it can be concluded that there is statistical evidence that the items on the agreeableness dimension is proven to measure only one construct, namely the agreeableness dimension. once the model fit is met, the next step is to discard the invalid items. based on the analysis, the result found four invalid items, namely items 3, 4, 5, 6, and 10. the fourth dimension is negative emotionality. based on the analysis obtained chi-square = 47.91, df = 40 p-value = .182, and rmsea = .011. based on the results above, it can be concluded that the items on the negative emotionality dimension are proven to measure only one construct, that is, the negative emotionality dimension. once the model fit is met, the next step is to discard the invalid items. based on the result, the 12 items it was found four items are invalid, namely items 3, 5, 6, 7, 10, 11, and 12. and the last dimension is open-mindedness. based on the analysis obtained chi-square = 58.79, df = 44 p-value = .067, and rmsea = .031. based on the results above, it can be concluded that the items on the open-mindedness dimension proved to measure only one construct, namely open-mindedness. once the model fit is met, the next step is to discard the the mediating role of religiosity on the big five personalities and marital satisfaction in indonesia: a perspective of da’wah psychology 8 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 invalid items. based on the results of the analysis, it was found four invalid items, namely items 2, 3, 4, 8, 11, and 12. factor scores in this study, we did not use raw scores to obtain scores for the respondents. however, we use scores generated by cfa known as factor scores. factor scores is a score that has been taken into account the quality of each item. simply put, the factor scoresis better measure than the raw score because the factor scores has taken into account the level of item difficulty and discrimination power of each item. hence, more accurate individual score will be obtained (umar & nisa, 2020). this factor score will later be used in subsequent analyses, such as calculating descriptive statistics and path analysis. results and discussion results for the analysis of statistical data, the statistical package for the social sciences (spss software version 20, ibm) was used with significance accepted if p < .05. there was no problem with missing data as the statements of each online questionnaire needed to be 100% complete before continuing to the next section of questionnaires. descriptive statistics were computed, and pearson's correlation coefficients for parametric data were calculated to investigate the association between variables including personality traits, marital satisfaction/positivity, and religiousity. in table 1 below, a description of the results of the statistical test of the research sample score is described. test of research hypothesis test the hypothesis in this study using a path analysis approach using mplus software version 8.8 (muthén & muthén, 2017). path analysis is a variation of multiple regression analysis which is used to analyze causal relationships and determine direct and indirect influences simultaneously between independent variables and dependent variables (stage et al., 2004). table 1. descriptive characteristics of participants (n=347) the description total state husband 91 (26,22%) age residence number of children recent education income every month. wife 22-30 years 31-40 years 41-60 years independent with spouse and children. with extended family. 0 1 2 3 4 >4 s1 s2 atau s3 academy/diploma. <rp. 1.000.000,/month rp. 2.500.000,-s.d rp.4.000.000,/month rp. 1.000.000,-s.d rp. 2.500.000,/month >rp. 4.000.000,/month 256 (73,78%) 89 (25,64 %) 181 (52,15%) 77 (25,64 %) 253 (72,9 %) 94 (27,09 %) 40 (11,52 %) 81 (23,34 %) 127 (36,31 %) 75 (21,61 %) 19 (5,48 %) 6 (1,73 %) 202 (58,21 %) 106 (30,54 %) 39 (11,24 %) 25 (7,2 %) 76 (21,9 %) 69 (19,88 %) 177 (51 %) bukhari, b., lintina, s., sabiruddin, s., mistarija, m., ismail, a., & maisharah k, s. 9 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 figure 1. model fit hypothesis test results diagram researchers test the construct validity of each variable until a fit model is obtained using a confirmatory factor analysis (cfa) approach. some fit index models that can be used to see the fit of a model in research are: root mean square error of approximation (rmsea) (rmsea value < .05); 95 percent confidence interval for rmsea (< .05), p-value (> .05), comparative fit index (cfi) (> .90), tucker lewis index (tli) (> .90). a model can be said to be fit if it meets at least two of these criteria, see figure 1. based on the results of hypothesis testing with a path analysis approach in the table above, rmsea values = .000, 90 percent c. i. = .000 – .000, p-value = .266, cfi = 1,000, and tli = 1,00. from these results, it is concluded that the research model fits with the data. the hypothesis states that the big five personality types jointly influence marital satisfaction through mediators of religiosity variables. table 2 showed that the r 2 value is 0,987 or 98,7%. this suggests that the independent factors’ proportion of variance jointly influences marital happiness by 98,7%, while the remaining 1,3% is impacted by variables outside of this study. following the acceptance of the hypothesis, the researcher proceeds to examine the outcomes of the direct and indirect impacts based on the researcher’s research hypothesis. the effect model between variables, namely direct influence and indirect influence, is determined by researchers. the big five personality qualities are the independent variables (exogenous) in this study. marital pleasure is the dependent variable (endogemous), and religion is thes intermediary variable. the path diagram testing the hypothesis using the path analysis approach where the model is fit is shown below, in the table above, we can see that of the ten paths that are postulated to have a direct effect, six paths have a significant influence on the dependent variable. while four paths have no significant influence on the dependent variable. the following elaboration will only explain the paths that have a significant effect. first, conscientiousness has a regression coefficient that is positive (.251) and a significant effect on marital satisfaction. thus, it can be interpreted that the higher conscientiousness, the higher their religiosity. second, the extraversion has a regression coefficient that is positive (.188) and a significant effect on marital satisfaction. thus, it can be table 2. model summary analysis regression observed variable estimate s.e est./s.e p religiosity .107 .031 3.406 .001 marital satisfaction .987 .001 734.980 .000 the mediating role of religiosity on the big five personalities and marital satisfaction in indonesia: a perspective of da’wah psychology 10 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 interpreted that the higher the extraversion, the higher marital satisfaction. third, agreeableness has a regression coefficient that is positive (.516) and a significant effect on marital satisfaction. thus, it can be interpreted that the higher agreeableness, the higher marital satisfaction. fourth, conscientiousness has a negative regression coefficient (-.176) but a significant effect on marital satisfaction. thus, it can be concluded that the higher conscientiousness, the higher marital satisfaction. fifth, negative emotionality has a negative regression coefficient (-.194) and a significant effect on marital satisfaction. it means that the higher negative emotionality, the lower marital satisfaction. lastly, open-mindedness has a negative regression coefficient (.098) but a significant effect on marital satisfaction. thus, it means that the higher the openmindedness in, the lower marital satisfaction. independent coefficients of variables indirectly the next stage is for researchers to see the indirect effects of open-mindedness, conscientiousness, extraversion, agreeableness, negative emotionality on marital satisfaction mediated by religiosity. the results of indirect effect can be briefly seen as table 4 below. based on table 4, it can be seen that of the five variable paths that affect marital satisfaction indirectly (indirect effect), there are four insignificant pathways, can be seen from the t-value less than 1.96. therefore, it will not be elaborated further. while the negative emotionality personality type variable has a significant and negative influence on marital satisfaction indirectly through the variable mediator of religiosity, this is seen from the value of t-value = 1.98. negative emotionality refers to the characteristics of individuals who are full of anxiety, temperamental, very self-aware, emotional and prone to stress-related disorders. if an individual has a high level of negative emotionality, the lower the level of marital table 3. independent coefficients of variables indirectly no. impact/path analysis estimate s.e t-value p sig. 1 ekspr → rel .027 .095 .285 .775 x 2 agree → rel -0.103 .095 -1.087 .277 x 3 cons → rel .251 .072 3.498 .000 ✓ 4 ne → rel -0.096 .082 -1.174 .241 x 5 om → rel -0.074 .072 -1.041 .298 x 6 ekspr→ mss .188 .012 15.240 .000 ✓ 7 agree → mss .516 .014 36.062 .000 ✓ 8 cons → mss -0.176 .011 -15.775 .000 ✓ 9 ne → mss -0.194 .011 -17.408 .000 ✓ 10 om → mss -0.098 .009 -10.349 .000 ✓ information: ✓= significant (t-value > 1.96), x = insignificant; ekspr = extraversion; agree = agreeableness; cons = conscientiousness; ne = negative emotionality; om = open mindedness; rel = religiosity, mss = marital satisfaction table 4. indirect effect table impact/path analysis estimate s.e t-value p sig. ekspr → rel → mss .000 .001 -0.277 .782 x agree → rel → mss .001 .001 .782 .434 x cons → rel → mss -0.002 .002 -1.072 .284 x ne → rel → mss -0.021 .001 1.982 .417 ✓ om → rel → mss .001 .001 .764 .445 x information: ✓= significant (t-value > 1.96), x = insignificant; ekspr = extraversion; agree = agreeableness; cons = conscientiousness; ne = negative emotionality; om = open mindedness; rel = religiosity, mss = marital satisfaction bukhari, b., lintina, s., sabiruddin, s., mistarija, m., ismail, a., & maisharah k, s. 11 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 satisfaction, and vice versa, the lower the level of negative emotionality personality type in a person, the higher the level of marital satisfaction. based on the findings of the hypothesis testing and discussion, the researcher finds that the big five personality influence model on marital happiness mediated by religion is appropriate. the rmsea =value is .000, the 90 percent c. i. is .000 – .000, the p-value is .2660, cfi is 1.000, dan tli is 1.000. that is, the model fits the criteria for data fit. the results showed that each personality type of extraversion, agreeableness, on marital satisfaction had a significant direct and positive effect, however, each personality type of extraversion agreeableness, does not significantly affect marital satisfaction through religiosity as a mediator. the results of this study also showed that each personality type conscientiousness open-mindedness, has a significant direct influence on marital satisfaction, but each personality type conscientiousness and open-mindedness, did not significantly affect marital satisfaction if through religiosity as a mediator. the last one, results showed that negative emotionality personality type has a significant and negative effect directly or through religiosity as a mediator variable on marital satisfaction. discussion in accordance with the purpose of this study to see the path analysis model of marital satisfaction theorized based on the results of the study, it was found that the variables predicted to affect marital satisfaction were trait big five personalities through mediators. based on research that has been done, the variable that affects marital satisfaction both directly and through mediators is the personality type of negative emotionality. thus, religiosity means partially mediating the influence of negative emotionality personality types on marital satisfaction, meaning that either directly or through religiosity as a mediator variable, negative emotionality still has an influence on marital satisfaction. this study supports previous research in which negative emotionality personality types directly affect marital satisfaction. it is a systematic review with a method of analysis of all iranian and non-iranian articles published between 2005 and 2016 in persian and english. where it was found that as many as 6,508 articles showed that there was a significant negative correlation between neuroticism and marital satisfaction while four personality types additionally had a positive correlation with marital (chehreh, h., ozgoli et al., 2017). the results of other studies, such as research conducted by najarpourian et al. (2012), where the results of the study showed that high personality neuroticism in the big five personality traits owned by couples can affect the decline in communication between couples. thus, the couple experienced a decrease in satisfaction in marriage. high anger felt by a partner can be one of the problems in controlling their emotions. this anger can lead to increased aggressiveness and instability in the couple. this increase in aggressiveness greatly affects the relationship between couples and satisfaction with their marriage (samani et al., 2016). the same statement was also put forward by khoshdast et al. (2016) which stated that fear, deep sadness, and hatred, which are one part of negative emotionality, can cause problems in communication, especially between couples. communication is one of the main dimensions of marital satisfaction. so if it becomes a problem between couples, then couples can feel dissatisfaction in their married life. his research examined the relationship between negative emotionality and marital satisfaction in 300 married couples in qazvin. the results of khoshdast et al's study showed that there was a negative correlation between negative emotionality and marital satisfaction. aligned research conducted by shahmoradi, et al. (2016) shows a significant negative relationship between negative emotionality and marital satisfaction. this can mean that individuals with negative emotionality personality types have more difficulty controlling their impulsivity and this can the mediating role of religiosity on the big five personalities and marital satisfaction in indonesia: a perspective of da’wah psychology 12 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 lead to discord and conflict between spouses and ultimately reduce marital satisfaction between spouses. in contrast to previous studies, szcześniak et al. (2019) found that the role of religiosity as a mediator variable: the influence of big five personalities and life satisfaction, where the results showed that significantly extraversion, agreeableness, and conscientiousness were positively correlated and openness was negatively correlated with life satisfaction, but neuroticism did not have a significant effect on life satisfaction with religiosity as a variable mediator (szcześniak et al., 2019). the results of this study are in line with the theory put forward above, that negative thinking factors such as fear that a partner has of the past, can make it difficult for a person to communicate or talk about himself. other factors such as partner aggressiveness in verbal form also make couples afraid to talk about problems that occur in their household. this non-positive communication will cause the spouse to feel uncomfortable in his marriage, making it difficult to achieve high marital satisfaction. overall, research on the integration of personality and religiosity is an important study in psychology and in the study of da'wah psychology. moreover, the integration of the two is very beneficial for one of the efforts in achieving marital satisfaction. basically, personality is the most important element in marriage because it requires the joint role of husband and wife, while religiosity as a complementary element and reference that exists in humans that provides inner calm, resilience and strength of heart. the integration of the three will bring great benefits to the community, especially in maintaining the integrity of the household. the role of religiosity in human life, especially in married life, cannot be considered trivial and is number 2, right. religiosity based on religion is the pillar of the formation of families that are sakinah mawaddah, warohmah. defense in marriage is religious, the child's character building education also begins with religious education given first by both parents. the role of religiosity in religion is very important because when humans carry out marriage by referring to a religious rule, many problems can be resolved, because in religion there are clearly set guidelines regarding the duties and obligations of each husband and wife in the family. from the results of the research described above, there is a model, namely the negative emotionality personality type which explains how the relationship between variables has an influence on marital satisfaction, either directly and or through religiosity as a mediator variable using path analysis into new findings in the research treasure, especially in the framework of da'wah psychology. nevertheless, similar studies in other populations are needed to corroborate these findings. given the literature on the role of religiosity as a mediator between the influence of personality on marital satisfaction is still very limited. implications the implication of this study is that kerpibadian and religiosity factors play an important role in marital satisfaction, especially within the framework of da'wah psychology. the findings show that religiosity partially mediates the influence of negative emotionality personality types on marital satisfaction, which means that either directly or through religiosity as a mediator variable, negative emotionality still has an influence on marital satisfaction. by increasing beliefs, attitudes towards religious teachings and in ritual practices both in the context of a relationship with god vertically and horizontally, it will make a person calmer and less anxious, suppress depression and be more stable in overcoming emotional turmoil in a person, so that he behaves and acts especially in the face of problems as an effort to increase happiness and marital satisfaction. this is in line with the findings of javanmard & gerogozlo (2013) which found that religious individuals tend to have associations with stable marriages and tend to be satisfied in their marriages. this is reinforced by a study conducted by madanian et al. (2013) which found bukhari, b., lintina, s., sabiruddin, s., mistarija, m., ismail, a., & maisharah k, s. 13 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 married couples who seek and accept god in their marriage will have better collaboration skills, be able to maintain their marriage, and get many benefits from their marriage. therefore, the importance of understanding religiosity in the context of da'wah psychology can form a stable personality that is in harmony with religious teachings as in the qur'an. quran and hadith and are used as a means in educating good muslim personalities and religious. religiosity, emotional, intellectual, physical, and integrated and balanced practices will create happiness in the world and hereafter. this implication can be a reference for related parties, such as the community, researchers, and marriage counselors. for the public, the findings of this study have important implications, especially for married couples. the results show that religiosity is one of the crucial factors in maintaining a happy, fulfilling and healthy marriage. therefore, couples who experience marital difficulties can benefit from learning and applying and grounding religiosity in their relationships. in addition, the general public can benefit from understanding the importance of religiosity and islamic personality in reducing the chances of marital problems and divorce. furthermore, for researchers, the study provides valuable insights into the relationship between personality, religiosity and marital satisfaction and its perception in the psychology of da'wah. the results build on previous studies in this area and increase the body of knowledge already known about marital relationships. future research may look at additional factors that influence how relationships between personality, religion, and other factors related to happiness are affected from the perspective of da'wah psychology. this study’s finding have practical relevance for marriage counselors. the data imply that religiosity is an important factor in suppressing negative emotionality and increasing marital satisfaction. the psychological approach of da'wah can be applied in counseling while treating psychological issues, especially those relevant to personality. da'wah psychology can form a stabel personality and in harmony with religious teachings as in the qur'an, both with emotional approaches, motivational approaches and tazkiyyah al-nafs approaches as a means to educate good and religious muslim personalities so as to create happiness reaching the world and the hereafter. limitations and suggestion some of the weaknesses in this study are as follows. first, the unevenness of the sample taken on demographic variables (total of husbands and wives). in this study, respondents were still dominated by women with 256 respondents. while husbands only 91 respondents. future studies should try to collect data from men who in this case are husbands. the hope is that there will be a balance between male and female perspectives. second, the analysis was only carried out on one demographic group, namely the husband group combined with the wife group. future studies should be able to answer the question of what is the structure of marital satisfaction theory in the husband group. this can be achieved using multigroup path analysis or multigroup structural equation modeling methods. third, there has been no previous study that makes religiosity a mediator variable that links the big five personality types to marital satisfaction, and the results of this study found that religiosity has a significant effect partially. additional note, readers are expected to be careful to interpret the results of this study, because it still does not have the same previous theoretical basis in explaining the variable of religiosity as a mediator variable in the big five personalities on marital satisfaction. it is well known that the model analyzed in path analysis must be derived from theoretical findings or empirical findings (wang & wang, 2020). based on this, more theoretical and empirical evidence is needed to be able to support the results of this study. in other words, this research is still exploratory even though this study uses the paradigm of path analysis, so it needs to be studied further about how the mechanism of religiosity variables can be a significant variable. the mediating role of religiosity on the big five personalities and marital satisfaction in indonesia: a perspective of da’wah psychology 14 islamic guidance and counseling journal vol. 6, no. 2, pp. 1-17, 2023 a wider spectrum is needed to find other factors related to happiness read from the perspective of da'wah psychology. conclusion based on the findings of the research and debate, it is possible to cobclude that the negative emotionality personality type has been shown to affect marital satisfaction both directly and through religiosity as a mediator variable, so researchers suggest that increasing religiosity to overcome problems and suppress negative emotionality in increasing marital satisfaction in each couple. although the correlational and mediating nature of our results did not allow us to reach causal conclusions, the findings from this study that there is a religious presence in the context of the big five personalities may be meaningful for marital satisfaction. an additional factor that shapes personalities and boosts religion in order to satisfy aspects of marital pleasure is the theory of da'wah psychology's perspective on contentment and happiness in particular. religiosity that is enhanced by a psychological approach to da'wah turns out to have a significant influence in suppressing negative emotionality trait that threatens the level of satisfaction and happiness in marriage. acknowlegment the author would like to thank all respondents who participated in this study and also to imam bonjol state islamic university padang for the full support provided. author contribution statement bb led the research from the early stage to the end of the research and was responsible for designing and writing the overall manuscript. ss, ai and mm, focusing on the development of thoughts, research objectives, da’wah content of the manuscript, findings, and review of the final manuscript. sl designing and writing the manuscript. sl and sm's contribution is in data collection, data management, data analysis, and data results. references ahya, a., & siaputra, i. b. 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