Al-Musyrif: Jurnal Bimbingan dan Konseling Islam

The Effectiveness of Using Molly Polly Learning Media on Students' Understanding of Bullying at a Public Islamic Junior High School in Madiun

Ihwan Mahmudi — 2026-04-04

ying is a serious problem in school environments that can hinder students’ psychological, social, and academic development, while limited understanding of its forms and impacts often causes bullying behavior to be perceived as normal. One learning medium that can be used to address this issue is Molly Polly, an educational board game adapted from Monopoly and designed to promote cooperation and critical thinking. This study aims to examine the effectiveness of Molly Polly learning media in improving students’ understanding of bullying at a public Islamic junior high school in Madiun. The study employed an experimental method using a pre-test–post-test control group design involving two eighth-grade classes with relatively equivalent academic characteristics, selected from the same population, with a total sample of 62 students. Data were collected using a validated 20-item multiple-choice test. The results showed a significant difference between the experimental and control groups, with mean post-test scores of 86.13 and 76.77, respectively. The Mann–Whitney U test indicated a significance value of 0.002 (< 0.05). These findings demonstrate that Molly Polly learning media is effective in enhancing students’ understanding of bullying and can serve as an alternative interactive learning medium for bullying prevention in schools.

IHSAN (Islamic Healing & Self-Awareness Narrative): An Islamic Expressive Writing Model for Strengthening Emotional Regulation in Madrasah Adolescents

Eka Chandra Oktaviani — 2026-04-04

his study developed and evaluated the IHSAN (Islamic Healing & Self-Awareness Narrative) model as a structured Qur’anic reflection–based expressive writing intervention to enhance emotion regulation among madrasah adolescents. Using a modified Research and Development design, the model was validated by experts and implemented in an eight-week program involving 92 Grade XI students at MAN 1 Sumedang. Emotion regulation was measured using the Difficulties in Emotion Regulation Scale (DERS) and the Emotion Regulation Questionnaire (ERQ) (α > .87). Paired-samples t-tests indicated a significant reduction in overall emotion regulation difficulties (p < .001, d = 0.87) and a significant increase in cognitive reappraisal (d = 0.79). Implementation feasibility was rated very high (M = 4.71–4.75). The findings demonstrate that tafakkur, emotion labeling, and structured reflective writing can be operationalized as systematic psychopedagogical mechanisms integrating Islamic spiritual reflection within an antecedent-focused emotion regulation framework. The study contributes theoretically by extending emotion regulation theory into a religio-spiritual context and practically by providing a validated, scalable intervention model for madrasah-based guidance and counseling services.

Spiritual Guidance and Mindful Worship: An Intervention Study within School Counseling Services

Fika Amalia — 2026-04-04

his study examines the role of spiritual guidance within school counseling services in strengthening students’ mindful worship. The school has implemented systematic religious habituation programs; however, variations in students’ inner awareness remain evident. Using a one-group pretest–posttest design, the study employed an empirical needs assessment as the pretest and a posttest administered after the implementation of structured spiritual guidance sessions. Participants were 31 eleventh-grade students. Data were collected using a 48-item mindful worship scale covering cognitive awareness, attentional presence, emotional–spiritual engagement, and behavioral integration. Data analysis included descriptive statistics, Shapiro–Wilk normality testing, reliability analysis, and paired-sample t-testing. The findings indicate a statistically significant increase in mindful worship scores after the intervention sessions, with data meeting assumptions of normality and demonstrating high internal consistency. The results suggest that spiritual guidance in school counseling can meaningfully complement institutional habituation by deepening students’ inner awareness of worship. This study contributes preliminary empirical support here.

Deaf Students’ Perceptions of Career Guidance, Parental Social Support, and Career Planning at the Upper Secondary Education Level in Padang City

Torly Amora Jofipasi — 2026-04-17

Career planning is a crucial stage in students’ career development, including for deaf students who face limited access to information and communication during the process of preparing to enter the workforce. To enable deaf students to plan their careers realistically and in line with their potential, adaptive career guidance and adequate social support from parents are essential. This study aims to describe perceptions regarding career guidance, perceptions regarding parental social support, and career planning. This study employs a quantitative approach with a descriptive design, involving 8 deaf students selected through saturation sampling. Data were analyzed using descriptive statistical techniques to obtain an overview of the trends of each variable. The results indicate that, overall, the findings show that deaf students have relatively positive perceptions of both career guidance and parental social support (from both fathers and mothers), which aligns with their level of career planning. This study underscores the importance of optimizing career guidance and parental involvement in supporting career planning readiness for deaf students. This study contributes to enriching the discussion on career guidance tailored to the needs of deaf students in their professional lives.

Islamic Counselling in the Generation Z Era: Strategies for Strengthening Work Ethic and Youth Resilience amid Social and Digital Disruption

Zulamri Zulamri — 2026-04-21

The rapid advancement of digital technology and social transformation has significantly shaped the mindset, work patterns, and psychological resilience of Generation Z. While the digital era provides broad opportunities for creativity and access to information, it also brings challenges such as value disruption, instant culture, intense competition, and psychosocial vulnerability. This article analyzes the role of Islamic counselling in strengthening the work ethic and resilience of Generation Z amid digital disruption. This study employs a qualitative descriptive research design based on a literature review, drawing upon classical and contemporary sources on Islamic counselling, developmental psychology, and the characteristics of Generation Z. The findings reveal that Islamic counselling contributes to developing a value-oriented work ethic grounded in spiritual principles such as intention (niyyah), trustworthiness (amanah), excellence (ihsan), and responsibility. It also promotes resilience through cultivating meaning in life, patience (ṣabr), reliance on God (tawakkul), and awareness of higher purpose. Effective counselling strategies include contextual engagement with digital realities, adaptive media utilization, integration of Qur’anic and Prophetic values in communicative language, and empathetic guidance. Islamic counselling thus serves not only as psychological support but also as a framework for character formation, enabling Generation Z to adapt productively and ethically in a rapidly changing digital society.

The Effectiveness of Islamic Integrative Cognitive Restructuring Group Counseling Techniques in Improving Students’ Academic Resilience

Willya Zahara — 2026-04-22

This research is motivated by the low academic resilience of students at MAN 3 Padang Panjang, characterized by low self-confidence in facing academic difficulties, weak self-control, high academic anxiety, and low persistence in completing assignments. This study aims to test the effectiveness of group counseling with Islamic integrative cognitive restructuring techniques in improving students’ academic resilience. The study used a quasi-experimental method with a pretest–posttest control group design. The research sample consisted of 30 students selected through a purposive sampling technique and divided by random assignment into experimental and control groups. Data were collected using an academic resilience scale whose validity and reliability have been tested. Data analysis was carried out using the Independent Samples t-test and N-gain analysis. The results showed a significant difference between the experimental and control groups (t = 6.916; p < 0.05). The N-gain value of 0.22 indicates an increase in the low category, but remains practically meaningful. The increase occurred in the aspects of confidence, control, composure, and commitment. On the other hand, the control group showed a trend toward decreased academic resilience scores. This finding indicates that the intervention not only contributes to increased resilience but also has the potential to act as a psychological buffer against the declining tendency of students’ academic resilience. These findings suggest that group counseling using Islamic integrative cognitive restructuring techniques can be an alternative guidance and counseling service for improving students’ academic resilience, particularly in Islamic educational settings.

Academic Stress among University Students in Digital-Based Learning: The Roles of Social Support, Academic Self-Efficacy, and Subjective Well-Being

Gebriella Berlian — 2026-04-29

The rapid expansion of digital-based learning has increased academic demands and psychological challenges, leading to higher levels of academic stress among university students. This study aims to examine the roles of social support, academic self-efficacy, and subjective well-being in predicting academic stress in digital learning environments. This study employed a quantitative correlational approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data collected from 888 university students in Indonesia. The instruments included the Perception of Academic Stress Scale (PAS), the Multidimensional Scale of Perceived Social Support (MSPSS), a composite Subjective Well-Being Scale (SWLS and PANAS), and an Academic Self-Efficacy scale. The findings revealed that social support significantly enhances subjective well-being and academic self-efficacy while reducing academic stress. Academic self-efficacy demonstrated a paradoxical role, as it significantly increased academic stress while also functioning as both a mediator and a moderator. In contrast, subjective well-being did not have a significant effect on academic stress. In conclusion, academic stress in digital learning is shaped by complex interactions between external and internal factors, with self-efficacy acting as a double-edged construct. This study contributes by challenging the conventional assumption that self-efficacy is purely protective and highlighting its dual role in digital learning contexts.