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 well- being (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 Chi- Square 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 (self- quarantine), 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 submitted for publication. This signifies that all authors have contributed to the creation and refinement of the manuscript and agree with its content and representation. The authors have worked collaboratively to ensure the accuracy, clarity, and completeness of the information presented in the manuscript, and all are satisfied with the final product. REFERENCES ABKIN, A. (2018). Kode Etik Bimbingan dan Konseling Indonesia. Google Scholar Ardimen, A. (2018). Pengembangan Kepribadian Konselor Berbasis Asmaul Husna Dalam Pelayanan Konseling. Hisbah: Jurnal Bimbingan Konseling Dan Dakwah Islam, 15(2), 102–115. https://doi.org/10.14421/hisbah.2018.152-07 Arifin, S., & Zaini, A. (2014). Dakwah Tranformasi melalui konseling potret kualitas Kepribadian Konselor perspektif Konseing. Jurnal At-Tawazun, 15(1), 137–156. Google Scholar Arthur, W., & Graziano, W. G. (1996). The Five-Factor Model, Conscientiousness, and Driving Accident Involvement. Journal of Personality, 64(3), 593–618. https://doi.org/10.1111/j.1467-6494.1996.tb00523.x Ashton, M. C., & Lee, K. (2008). The HEXACO Model of Personality Structure and the Importance of the H Factor. Social and Personality Psychology Compass, 2(5), 1952– 1962. https://doi.org/10.1111/j.1751-9004.2008.00134.x Asmani, J. M. (2010). Panduan Efektif Bimbingan dan Konseling di Sekolah. In Yogyakarta: Diva Press. Diva Press. Google Scholar Azwar, S. (2015). Reliabilitas Dan Validitas, Keempat. Pustaka Pelajar. Google Scholar Barrick, M., Mount, M., & Li, N. (2012). The Theory of Purposeful Work Behavior: The Role of Personality, Higher-Order Goals, and Job Characteristics. Academy of Management Review. https://doi.org/10.5465/amr.10.0479 Blašková, M., Blaško, R., Jankalová, M., & Jankal, R. (2014). Key Personality Competences of University Teacher: Comparison of Requirements Defined by Teachers and/Versus Defined by Students. Procedia - Social and Behavioral Sciences, 114(February 2015), 466–475. https://doi.org/10.1016/j.sbspro.2013.12.731 Boe, E. E. (1964). The prediction of academic performance of engineering students. In Educational and Psychological Measurement (Vol. 24, Issue 2). Russel Sage Found. https://doi.org/10.1177/001316446402400225 Bogg, T., & Roberts, B. W. (2004). Conscientiousness and health-related behaviors: A meta- analysis of the leading behavioral contributors to mortality. Psychological Bulletin, 130(6), 887–919. https://doi.org/10.1037/0033-2909.130.6.887 Borghans, L., Golsteyn, B. H. H., Heckman, J. J., & Humphries, J. E. (2016). What grades and achievement tests measure. Proceedings of the National Academy of Sciences of the United States of America, 113(47), 13354–13359. https://doi.org/10.1073/pnas.1601135113 Casas, J. M., Suzuki, L. A., Alexander, C. M., & Jackson, M. A. (2021). Handbook of Multicultural Counseling. In C. M. Alexander (Ed.), Handbook of Multicultural Counseling (3rd ed.). Sage Publications, Inc. https://doi.org/10.4135/9781506304458 Cattell, R. B. (1943). The description of personality: basic traits resolved into clusters. Journal of Abnormal and Social Psychology, 38(4), 476–506. https://doi.org/10.1037/h0054116 Cheung, F. M., Leung, K., Fan, R. M., Song, W. Z., Zhang, J. X., & Zhang, J. P. (1996). Development of the Chinese personality assessment inventory. Journal of Cross-Cultural Psychology, 27(2), 181–199. https://doi.org/10.1177/0022022196272003 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=ABKIN.+%282018%29.+Kode+Etik+Bimbingan+dan+Konseling+Indonesia.+Google+Scholar&btnG= https://doi.org/10.14421/hisbah.2018.152-07 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Arifin%2C+S.%2C+%26+Zaini%2C+A.+%282014%29.+Dakwah+Tranformasi+melalui+konseling+potret+kualitas+Kepribadian+Konselor+perspektif+Konseing.+Jurnal+At-Tawazun%2C+15%281%29%2C+137%E2%80%93156.+Google+Scholar&btnG= https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Arifin%2C+S.%2C+%26+Zaini%2C+A.+%282014%29.+Dakwah+Tranformasi+melalui+konseling+potret+kualitas+Kepribadian+Konselor+perspektif+Konseing.+Jurnal+At-Tawazun%2C+15%281%29%2C+137%E2%80%93156.+Google+Scholar&btnG= https://doi.org/10.1111/j.1467-6494.1996.tb00523.x https://doi.org/10.1111/j.1751-9004.2008.00134.x https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Azwar%2C+S.+%282015%29.+Reliabilitas+Dan+Validitas%2C+Keempat.+Pustaka+Pelajar.+Google+Scholar&btnG= https://doi.org/10.5465/amr.10.0479 https://doi.org/10.1016/j.sbspro.2013.12.731 https://doi.org/10.1177/001316446402400225 https://doi.org/10.1037/0033-2909.130.6.887 https://doi.org/10.1073/pnas.1601135113 https://doi.org/10.4135/9781506304458 https://doi.org/10.1037/h0054116 https://doi.org/10.1177/0022022196272003 Development of a Scale for Measuring the Competencies of Islamic Counselors 40 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 28-44, 2023 Coaley, K. (2012). An Introduction to Psychological Assessment and Psychometrics. In An Introduction to Psychological Assessment and Psychometrics. SAGE. https://doi.org/10.4135/9781446221556 Collins, S., Arthur, N., Brown, C., & Kennedy, B. (2015). Student perspectives: Graduate education facilitation of multicultural counseling and social justice competency. Training and Education in Professional Psychology, 9(2), 153–160. https://doi.org/10.1037/tep0000070 Costa, P. T., & Mccrae, R. R. (2012). The Five-Factor Model, Five-Factor Theory, and Interpersonal Psychology. In Handbook of Interpersonal Psychology: Theory, Research, Assessment, and Therapeutic Interventions (pp. 91–104). https://doi.org/10.1002/9781118001868.ch6 Curry, J. R., & Milsom, A. (2018). ASCA Ethical Standards for School Counselors. In Career and College Readiness Counseling in P–12 Schools. American School Counselor Association [ASCA]. https://doi.org/10.1891/9780826136152.ap04 Daulay, N. (2019). Peran Psikolog dan Konselor. Al-Mursyid, 1(1), 1–10. http://jurnaltarbiyah.uinsu.ac.id/index.php/almursyid/article/view/493 De Raad, B., Barelds, D. P. H., Mlačić, B., Church, A. T., Katigbak, M. S., Ostendorf, F., Hřebíčková, M., Di Blas, L., & Szirmák, Z. (2010). Only three personality factors are fully replicable across languages: Reply to Ashton and Lee. Journal of Research in Personality, 44(4), 442–445. https://doi.org/10.1016/j.jrp.2010.05.005 Doraiswamy, P. M., Sperling, R. A., Coleman, R. E., Johnson, K. A., Reiman, E. M., Davis, M. D., Grundman, M., Sabbagh, M. N., Sadowsky, C. H., Fleisher, A. S., Carpenter, A., Clark, C. M., Joshi, A. D., Mintun, M. A., Skovronsky, D. M., & Pontecorvo, M. J. (2012). Amyloid-β assessed by florbetapir F 18 PET and 18-month cognitive decline: A multicenter study. Neurology, 79(16), 1636–1644. https://doi.org/10.1212/WNL.0b013e3182661f74 Erickson Cornish, J. A., Schreier, B. A., Nadkarni, L. I., Henderson Metzger, L., & Rodolfa, E. R. (2014). Handbook of Multicultural Counseling Competencies. In Igarss 2014 (Issue 1). John Wiley & Sons, Inc. Google Scholar Ermalianti, E, & Ramadan, W. (2022). Penguatan Kompetensi Konselor dalam Memberikan Layanan Bimbingan dan Konseling Islam. Alhadharah: Jurnal Ilmu …, 20(2), 81–92. http://jurnal.uin-antasari.ac.id/index.php/alhadharah/article/view/6002 Ermalianti, Ermalianti. (2021). Pengembangan panduan konseling Islami berbasis model Gerald Corey. TERAPUTIK: Jurnal Bimbingan Dan Konseling, 4(3), 429–443. https://doi.org/10.26539/teraputik.43545 Fadhlina, F., Martunis, M., & Husen, H. (2020). Kompetensi Kepribadian Mahasiswa Bimbingan Dan Konseling Universitas Syiah Kuala. … Bimbingan & Konseling, 5, 1–13. http://www.jim.unsyiah.ac.id/pbk/article/view/14654 Farmawati, C., & Hidayati, N. (2019). Penyusunan dan Pengembangan Alat Ukur Islamic Personality Scale (IPS). Jurnal Psikologi Islam Dan Budaya, 2(1), 19–30. https://doi.org/10.15575/jpib.v2i1.4318 Fatchurahman, M., & Bulkani, B. (2018). Preferensi siswa terhadap perilaku konselor dengan minatnya pada program bimbingan dan konseling. TERAPUTIK: Jurnal Bimbingan Dan Konseling, 1(3), 239. https://doi.org/10.26539/1386 Fatmawijaya, H. A. (2015). Studi Deskriptif Kompetensi Kepribadian Konselor yang Diharapkan Siswa. PSIKOPEDAGOGIA Jurnal Bimbingan Dan Konseling, 4(2), 124. https://doi.org/10.12928/psikopedagogia.v4i2.4486 Faturohman, N., & Sciences, E. (2021). Contribution of Personality Competencies and Social Competencies of Tutor Teachers in Increasing the Value of Alternative Education National Examinations for Citizens Learning Equality Package C in Banten Province https://doi.org/10.4135/9781446221556 https://doi.org/10.1037/tep0000070 https://doi.org/10.1002/9781118001868.ch6 https://doi.org/10.1891/9780826136152.ap04 http://jurnaltarbiyah.uinsu.ac.id/index.php/almursyid/article/view/493 https://doi.org/10.1016/j.jrp.2010.05.005 https://doi.org/10.1212/WNL.0b013e3182661f74 http://jurnal.uin-antasari.ac.id/index.php/alhadharah/article/view/6002 https://doi.org/10.26539/teraputik.43545 http://www.jim.unsyiah.ac.id/pbk/article/view/14654 https://doi.org/10.15575/jpib.v2i1.4318 https://doi.org/10.26539/1386 https://doi.org/10.12928/psikopedagogia.v4i2.4486 Rahman, I. K., Rosidah , N. S., & Tamam, A. M. 41 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 28-44, 2023 (Vol. 15, Issue 10, pp. 276–286). Google Scholar Field, T. A., Ghoston, M. R., Grimes, T. O., Sturm, D. C., Kaur, M., Aninditya, A., & Toomey, M. (2019). Trainee counselor development of social justice counseling competencies. Journal for Social Action in Counseling and Psychology, 11(1), 133–150. https://doi.org/10.33043/jsacp.11.1.33-50 Fitri, M., Dahliana, D., & Nurdin, S. (2017). Faktor-Faktor yang Mempengaruhi Perilaku Menyontek Pada Siswa SMA Negeri dalam Wilayah Kota Takengon. JIMBK: Jurnal Ilmiah Mahasiswa Bimbingan & Konseling, 2 (1)(1), 30. https://doi.org/http://www.jim.unsyiah.ac.id/pbk/article/view/2058 FUKUYAMA, M. A. (1990). Taking a Universal Approach to Multicultural Counseling. Counselor Education and Supervision, 30(1), 6–17. https://doi.org/10.1002/j.1556- 6978.1990.tb01174.x Glading, S. (2015). Konseling Profesi Yang Menyeluruh. In Indeks. Google Scholar Goldberg, L. R. (1990). An Alternative “Description of Personality”: The Big-Five Factor Structure. Journal of Personality and Social Psychology, 59(6), 1216–1229. https://doi.org/10.1037/0022-3514.59.6.1216 Guillén, L., & Saris, W. E. (2013). Competencies, Personality Traits, and Organizational Rewards of Middle Managers: A Motive-Based Approach. Human Performance, 26(1), 66–92. https://doi.org/10.1080/08959285.2012.736898 Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2019). Multivariate Data Analysis, Multivariate Data Analysis. In Book (7th ed., Vol. 87, Issue 4). Pearson Prentice Hall. Google Scholar Haolah, S., Atus, A., & Irmayanti, R. (2018). Pentingnya Kualitas Pribadi Konselor Dalam Pelaksanaan Konseling Individual. FOKUS (Kajian Bimbingan & Konseling Dalam Pendidikan), 1(6), 215. https://doi.org/10.22460/fokus.v1i6.2962 Hartono, A. (2019). Kepribadian Profesi Konselor Islami Di Era Industri 4.0. Jurnal Bimbingan Dan Konseling Ar-Rahman, 5(1), 62. https://doi.org/10.31602/jbkr.v5i1.1853 Haryati, A. (2020). Online Counseling Sebagai Alternatif Strategi Konselor dalam Melaksanakan Pelayanan E-Counseling di Era Industri 4.0. Bulletin of Counseling and Psychotherapy, 2(2), 27–38. https://doi.org/10.51214/bocp.v2i2.33 Hendryadi, H. (2017). Validitas Isi: Tahap Awal Pengembangan Kuesioner. Jurnal Riset Manajemen Dan Bisnis (JRMB) Fakultas Ekonomi UNIAT, 2(2), 169–178. https://doi.org/10.36226/jrmb.v2i2.47 Hipolito-delgado, C. P., Cook, J. M., Avrus, E. M., & Bonham, E. J. (2011). Innovative methods developing counseling students’ multicultural project. Counselor Education and Supervision, 50(December), 402–422. Google Scholar Hogan, J., & Holland, B. (2003). Using theory to evaluate personality and job-performance relations: A socioanalytic perspective. Journal of Applied Psychology, 88(1), 100–112. https://doi.org/10.1037/0021-9010.88.1.100 Husain, B. I. N., Thohir, B. I. N., & Alawi, B. A. A. (2022). Kepribadian Ideal Konselor Islam Berdasar Nilai Dalam ةديصق اي محرأ .Karya Habib Abdullah (Vol. 1, Issue 1) نيمحرال Google Scholar Irina, A. (2011). Pedagogical Competences – The Key to Efficient Education. International Online Journal of Educational Sciences, 3(2), 411–423. Google Scholar Karami, M., & Choupani, M. (2020). Personality dimensions of counselors’ competency from the perspective of successful counselors: A Qualitative study. Journal of Qualitative Research in Health Sciences, 8(2), 154–169. Google Scholar Khairullah, K. & Ridhani, A. (2018). Karakteristik Konselor Islami. Jurnal Bimbingan dan Konseling, 4(2), 47–54. Google Scholar Kowal, M., Coll-Martín, T., Ikizer, G., Rasmussen, J., Eichel, K., Studzińska, A., https://www.ijicc.net/index.php/ijicc-editions/2021/226-vol-15-iss-10 https://doi.org/10.33043/jsacp.11.1.33-50 https://doi.org/http:/www.jim.unsyiah.ac.id/pbk/article/view/2058 https://doi.org/10.1002/j.1556-6978.1990.tb01174.x https://doi.org/10.1002/j.1556-6978.1990.tb01174.x https://www.google.com/search?q=Glading%2C+S.+%282015%29.+Konseling+Profesi+Yang+Menyeluruh.+In+Indeks.+Google+Scholar&sxsrf=AJOqlzXEk6CoG1wdoI9WDqD4OwkqtgF2Mg%3A1676098811620&ei=-zznY7zBJbKi3LUPhOiOIA&ved=0ahUKEwj8qpnS8oz9AhUyEbcAHQS0AwQQ4dUDCA8&uact=5&oq=Glading%2C+S.+%282015%29.+Konseling+Profesi+Yang+Menyeluruh.+In+Indeks.+Google+Scholar&gs_lcp=Cgxnd3Mtd2l6LXNlcnAQAzoHCCMQsAMQJ0oECEEYAUoECEYYAFCwBliwBmCFCmgBcAB4AIABcogBcpIBAzAuMZgBAKABAqABAcgBAcABAQ&sclient=gws-wiz-serp https://doi.org/10.1037/0022-3514.59.6.1216 https://doi.org/10.1080/08959285.2012.736898 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Hair%2C+J.+F.%2C+Anderson%2C+R.+E.%2C+Tatham%2C+R.+L.%2C+%26+Black%2C+W.+C.+%282019%29.+Multivariate+Data+Analysis%2C+Multivariate+Data+Analysis.+In+Book+%287th+ed.%2C+Vol.+87%2C+Issue+4%29.+Pearson+Prentice+Hall.+Google+Scholar&btnG= https://doi.org/10.22460/fokus.v1i6.2962 https://doi.org/10.31602/jbkr.v5i1.1853 https://doi.org/10.51214/bocp.v2i2.33 https://doi.org/10.36226/jrmb.v2i2.47 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Hipolito-delgado%2C+C.+P.%2C+Cook%2C+J.+M.%2C+Avrus%2C+E.+M.%2C+%26+Bonham%2C+E.+J.+%282011%29.+Innovative+methods+developing+counseling+students+%E2%80%99+multicultural+project.+Counselor+Education+and+Supervision%2C+50%28December%29%2C+402%E2%80%93422.+Google+Scholar&btnG= https://doi.org/10.1037/0021-9010.88.1.100 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Husain%2C+B.+I.+N.%2C+Thohir%2C+B.+I.+N.%2C+%26+Alawi%2C+B.+A.+A.+%282022%29.+Kepribadian+Ideal+Konselor+Islam+Berdasar+Nilai+Dalam+%D9%86%D9%8A%D9%85%D8%AD%D8%B1%D9%84%D8%A7+%D9%85%D8%AD%D8%B1%D8%A3+%D8%A7%D9%8A+%D8%A9%D8%AF%D9%8A%D8%B5%D9%82+Karya+Habib+Abdullah+%28Vol.+1%2C+Issue+1%29.+Google+Scholar&btnG= https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Irina%2C+A.+%282011%29.+Pedagogical+Competences+%E2%80%93+The+Key+to+Efficient+Education.+International+Online+Journal+of+Educational+Sciences%2C+3%282%29%2C+411%E2%80%93423.+Google+Scholar&btnG= https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Karami%2C+M.%2C+%26+Choupani%2C+M.+%282020%29.+Personality+dimensions+of+counselors%E2%80%99+competency+from+the+perspective+of+successful+counselors%3A+A+Qualitative+study.+Journal+of+Qualitative+Research+in+Health+Sciences%2C+8%282%29%2C+154%E2%80%93169.+Google+Scholar&btnG= https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Khairullah%2C+Akhmad+Rizkhi+Ridhani%2C+A.+%282018%29.+Karakteristik+Konselor+Islami+%28Vol.+4%2C+Issue+2%2C+pp.+47%E2%80%9354%29.+Google+Scholar&btnG= Development of a Scale for Measuring the Competencies of Islamic Counselors 42 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 28-44, 2023 Koszałkowska, K., Karwowski, M., Najmussaqib, A., Pankowski, D., Lieberoth, A., & Ahmed, O. (2020). Who is the Most Stressed During the COVID-19 Pandemic? Data From 26 Countries and Areas. Applied Psychology: Health and Well-Being, 12(4), 946– 966. https://doi.org/10.1111/aphw.12234 Kurniasih, C., Yanto, P. N. F., & Aji, B. S. (2020). Pentingnya Kompetensi Kepribadian Bagi Guru BK dalam Membangun Karakter Siswa. In Penguatan Pendidikan Karakter Pada Era Merdeka Belajar. Penguatan Pendidikan Karakter Pada Era Merdeka Belajar. Google Scholar Lechner, C., Danner, D., & Rammstedt, B. (2017). How is personality related to intelligence and achievement? A replication and extension of Borghans et al. and Salkever. Personality and Individual Differences, 111, 86–91. https://doi.org/10.1016/j.paid.2017.01.040 Lianasari, D., & Purwati, P. (2022). Personality Competence of Counselors in Guidance and Counseling Services at Junior High Schools in Magelang. KONSELI : Jurnal Bimbingan Dan Konseling (E-Journal), 9(1), 79–84. https://doi.org/10.24042/kons.v9i1.9662 Lupyanto, L. S., & Dwikurnaningsih, Y. (2014). Pengembangan Pengukuran Kompetensi Kepribadian Berbantuan Komputer Untuk Mahasiswa Bimbingan Dan Konseling. Satya Widya, 30(2), 71. https://doi.org/10.24246/j.sw.2014.v30.i2.p71-81 Makhmudah, U. (2017). Mempersiapkan Kompetensi Kepribadian Calon Konselor Di Era Masyarakat Ekonomi Asean (Mea). Jurnal Psikoedukasi Dan Konseling, 1(1), 68. https://doi.org/10.20961/jpk.v1i1.11462 Mammadov, S. (2022). Big Five personality traits and academic performance: A meta-analysis. Journal of Personality, 90(2), 222–255. https://doi.org/10.1111/jopy.12663 Mastor, K. A., Jin, P., & Cooper, M. (2000). Malay Culture and Personality: A Big Five Perspective. American Behavioral Scientist, 44(1), 95–111. https://doi.org/10.1177/00027640021956116 Mohammad Zuhal, M. Z., & M. Syakur, M. S. (2022). Kepribadian Ideal Konselor Islam Berdasar Nilai Dalam Qasidah Ya Ar Hamar Rohimin Karya Habib Abdullah Bin Husain Bin Thohir Baa Alawi ةديصق اي محرأ In Konseling At-Tawazun : Jurnal Kajian .نيمحرال Bimbingan dan Konseling Islam (Vol. 1, Issue 1, pp. 38–49). https://doi.org/10.35316/attawazun.v1i1.1770 Mollen, D., Kelly, S. M., & Ridley, C. R. (2011). Therapeutic Change: The Raison D’être for Counseling Competence. The Counseling Psychologist, 39(6), 918–927. https://doi.org/10.1177/0011000011405221 Nuridin, N., & Anwar, C. (2019). Model of Competency Development in the Personality of English Teacher Candidates Through Student Development Management Based on Islamic Academic Culture. JOALL (Journal of Applied Linguistics & Literature), 4(2), 215–226. https://doi.org/10.33369/joall.v4i2.7773 O’Reilly, C. A. (1977). Personality-job fit: Implications for individual attitudes and performance. Organizational Behavior and Human Performance, 18(1), 36–46. https://doi.org/10.1016/0030-5073(77)90017-4 Othman, A. K., Hamzah, M. I., & Hashim, N. (2014). Conceptualizing the Islamic Personality Model. Procedia - Social and Behavioral Sciences, 130, 114–119. https://doi.org/10.1016/j.sbspro.2014.04.014 Poropat, A. E. (2009). A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance. Psychological Bulletin, 135(2), 322–338. https://doi.org/10.1037/a0014996 Prasath, P. R., Lindinger-Sternart, S., & Duffey, T. L. (2021). Counselors as organizational leaders: Exploring parallels of servant leadership and professional counseling. Journal of Counselor Leadership and Advocacy, 8(2), 146–156. https://doi.org/10.1111/aphw.12234 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Kurniasih%2C+C.%2C+Yanto%2C+P.+N.+F.%2C+%26+Aji%2C+B.+S.+%282020%29.+Pentingnya+Kompetensi+Kepribadian+Bagi+Guru+BK+dalam+Membangun+Karakter+Siswa.+In+Penguatan+Pendidikan+Karakter+Pada+Era+Merdeka+Belajar.+Penguatan+Pendidikan+Karakter+Pada+Era+Merdeka+Belajar.+Google+Scholar&btnG= https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Kurniasih%2C+C.%2C+Yanto%2C+P.+N.+F.%2C+%26+Aji%2C+B.+S.+%282020%29.+Pentingnya+Kompetensi+Kepribadian+Bagi+Guru+BK+dalam+Membangun+Karakter+Siswa.+In+Penguatan+Pendidikan+Karakter+Pada+Era+Merdeka+Belajar.+Penguatan+Pendidikan+Karakter+Pada+Era+Merdeka+Belajar.+Google+Scholar&btnG= https://doi.org/10.1016/j.paid.2017.01.040 https://doi.org/10.24042/kons.v9i1.9662 https://doi.org/10.24246/j.sw.2014.v30.i2.p71-81 https://doi.org/10.20961/jpk.v1i1.11462 https://doi.org/10.1111/jopy.12663 https://doi.org/10.1177/00027640021956116 https://doi.org/10.35316/attawazun.v1i1.1770 https://doi.org/10.1177/0011000011405221 https://doi.org/10.33369/joall.v4i2.7773 https://doi.org/10.1016/0030-5073(77)90017-4 https://doi.org/10.1016/j.sbspro.2014.04.014 https://doi.org/10.1037/a0014996 Rahman, I. K., Rosidah , N. S., & Tamam, A. M. 43 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 28-44, 2023 https://doi.org/10.1080/2326716X.2021.1904460 Prosek, E. A., & Michel, R. E. (2016). Transformative learning for counselor trainees: Implementation of the multicultural immersion experience model. International Journal for the Advancement of Counselling, 38(1), 61–76. https://doi.org/10.1007/s10447-015- 9256-1 Puji, R. P. N., & Lestari, R. D. (2021). Evaluating the Level of Teacher Perfomance: Pedagogic, Social and Personal Competency. Jurnal Pendidikan Sejarah Indonesia, 4(1), 86. https://doi.org/10.17977/um0330v4i1p86-97 Putri, A. (2016). Pentingnya Kualitas Pribadi Konselor Dalam Konseling Untuk Membangun Hubungan Antar Konselor Dan Konseli. JBKI (Jurnal Bimbingan Konseling Indonesia), 1(1), 10. https://doi.org/10.26737/jbki.v1i1.99 Rahardjo, S. dan A. S. K. (2017). Pelaksanaan Kode Etik Profesi Guru Bimbingan dan Konseling SMP/MTS Kabupaten Kudus. Jurnal Konseling Gusjigang, 3(2), 185–196. https://jurnal.umk.ac.id/index.php/gusjigang/article/view/1740/1335 Rammstedt, B., & John, O. P. (2007). Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. Journal of Research in Personality, 41(1), 203–212. https://doi.org/10.1016/j.jrp.2006.02.001 Rasmussen, H. N., Scheier, M. F., & Greenhouse, J. B. (2009). Optimism and physical health: A meta-analytic review. Annals of Behavioral Medicine, 37(3), 239–256. https://doi.org/10.1007/s12160-009-9111-x Ratts, M. J., Singh, A. A., Nassar-Mcmillan, S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and Social Justice Counseling Competencies: Guidelines for the Counseling Profession. Journal of Multicultural Counseling and Development, 44(1), 28–48. https://doi.org/10.1002/jmcd.12035 Richardson, T. Q., & Molinaro, K. L. (1996). White counselor self-awareness: A prerequisite for developing multicultural competence. Journal of Counseling and Development, 74(3), 238–242. https://doi.org/10.1002/j.1556-6676.1996.tb01859.x Rini, D. S., Justitia, D., & Setiawaty, D. (2016). KOMPETENSI KEPRIBADIAN GURU BK (Survei pada Guru Bimbingan dan Konseling Sekolah Menengah Pertama dan Sederajat Se-Kecamatan Citeureup). Insight: Jurnal Bimbingan Konseling, 5(1), 27. https://doi.org/10.21009/insight.051.05 Riswanto, D. (2019). Peran Konselor dalam Mereduksi Tingkat Kenakalan Remaja di Kabupaten Pandeglang. Jurnal RAP (Riset Aktual Psikologi Universitas Negeri Padang), 10(2), 171. https://doi.org/10.24036/rapun.v10i2.106065 Riswanto, D., Mappiare-AT, A., & Irtadji, M. (2016). Karakteristik Kepribadian Ideal Konselor (Studi Hermeneutika Gadamerian) Jurnal Pendidikan, 1(11), 2113–2117. Google Scholar Roemer, L., Lechner, C. M., & Rammstedt, B. (2022). Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject‐Specific and General Cognitive Competencies. Journal of Intelligence, 10(2). https://doi.org/10.3390/jintelligence10020026 Ryan, L. P. (1975). Professional Standards. Australian Dental Journal, 20(1), 48–48. https://doi.org/10.1111/j.1834-7819.1975.tb03520.x Saroglou, V., & Muñoz-garcía, A. (2008). Individual differences in religion and spirituality: An issue of personality traits and/or values. Journal for the Scientific Study of Religion, 47(1), 83–101. https://doi.org/10.1111/j.1468-5906.2008.00393.x Saucier, G., & Srivastava, S. (2014). What makes a good structural model of personality? Evaluating the big five and alternatives. APA Handbook of Personality and Social Psychology, Volume 4: Personality Processes and Individual Differences., 283–305. https://doi.org/10.1037/14343-013 Setiyowati, A. J., Pali, M., Wiyono, B. B., & Triyono, T. (2019). Structural model of counseling https://doi.org/10.1080/2326716X.2021.1904460 https://doi.org/10.1007/s10447-015-9256-1 https://doi.org/10.1007/s10447-015-9256-1 https://doi.org/10.17977/um0330v4i1p86-97 https://doi.org/10.26737/jbki.v1i1.99 https://jurnal.umk.ac.id/index.php/gusjigang/article/view/1740/1335 https://doi.org/10.1016/j.jrp.2006.02.001 https://doi.org/10.1007/s12160-009-9111-x https://doi.org/10.1002/jmcd.12035 https://doi.org/10.1002/j.1556-6676.1996.tb01859.x https://doi.org/10.21009/insight.051.05 https://doi.org/10.24036/rapun.v10i2.106065 https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Riswanto%2C+D.%2C+Mappiare-AT%2C+A.%2C+%26+Irtadji%2C+M.+%282016%29.+Karakteristik+Kepribadian+Ideal+Konselor+%28Studi+Hermeneutika+Gadamerian%29+Jurnal+Pendidikan%2C+1%2811%29%2C+2113%E2%80%932117.+Google+Scholar&btnG= https://doi.org/10.3390/jintelligence10020026 https://doi.org/10.1111/j.1834-7819.1975.tb03520.x https://doi.org/10.1111/j.1468-5906.2008.00393.x https://doi.org/10.1037/14343-013 Development of a Scale for Measuring the Competencies of Islamic Counselors 44 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 28-44, 2023 competence. Cakrawala Pendidikan, 38(1), 45–62. https://doi.org/10.21831/cp.v38i1.21509 Sue, D. W., Arredondo, P., & Mcdavis, R. J. (1992). Multicultural Counseling Competencies and Standards: A Call to the Profession. Journal of Counseling & Development, 70(4), 477–486. https://doi.org/10.1002/j.1556-6676.1992.tb01642.x Sutoyo, A. (2017). Model Bimbingan Dan Konseling Sufistik Untuk Mengembangkan Pribadi Yang ‘Alim Dan Saleh. Konseling Religi, 8(1), 1–22. Google Scholar Syariful, S. (2019). Personality Counselor Perspective Buya Hamka (Study Of Interpretation Of Al-Azhar Verses Advice). Jurnal Al-Azhar Indonesia Seri Humaniora, 5(1), 10. https://doi.org/10.36722/sh.v5i1.325 Szilagyi, A., & Paredes, D. (2010). Professional counseling in Romania: An introduction. Journal of Counseling and Development, 88(1), 23–27. https://doi.org/10.1002/j.1556- 6678.2010.tb00145.x Tosi, H. L. (1991). A Theory of Goal Setting and Task PerformanceA Theory of Goal Setting and Task Performance, by LockeEdwin A. and LathamGary P.. Englewood Cliffs, NJ: Prentice-Hall, 1990. Academy of Management Review, 16(2), 480–483. https://doi.org/10.5465/amr.1991.4278976 Utami, R. J. (2021). Personality Competencies of Counselor School and Their Impact on Students’ Personalities. ALTRUISTIK : Jurnal Konseling Dan Psikologi Pendidikan, 1(1), 37–45. https://doi.org/10.24114/altruistik.v1i1.25216 Willis, S. S. (2011). Konseling Keluarga (Family Counseling). Google Scholar Zaini, A., & Nita, R. W. (2017). Profesi Konselor (Sebuah Tantangan di Era Globalisasi). Proceeding IAIN Batusangkar, November, 28–29. Google Scholar Zhang, J., & Ziegler, M. (2016). How do the big five influence scholastic performance? A big five-narrow traits model or a double mediation model. Learning and Individual Differences, 50, 93–102. https://doi.org/10.1016/j.lindif.2016.07.011 Copyright holder : © Rahman, I. K., Rosidah , N. S., & Tamam, A. M. (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