Darussalam: Journal of Psychology and Educational

Summative Evaluation Of School Based Career Guidance Programs To Improve Students' Career Understanding

Maghfirotul Lathifah — 2026-06-30

Providing effective career counseling services to students remains challenging.Although career counseling programs have been incorporated into student development services, they are not always implemented optimally or continuously, nor are they always aligned with students' needs. Limited time, human resources, family economic conditions, and students' low self-confidence can affect the achievement of the program and students' experience in obtaining career counseling services. These conditions demonstrate the need for an evaluation to determine the extent to which the career counseling program has achieved its goals. The purpose of this study is to evaluate the career counseling program at the school in terms of its effectiveness in improving students' career understanding. The evaluation focuses on the program's implementation, its achievements based on the counselors' and students' evaluations, the factors that support and hinder it, and the students' experiences and perceptions of career counseling services. The study used a qualitative approach with an evaluative method. The subjects of the study were guidance and counseling teachers and students. The program has an initial impact on students' career understanding, but its effectiveness is still affected by time constraints, human resources, family economic conditions, and students' low self-confidence.

The Relationship Between Cyberbullying, Peer Support, and Anxiety Levels Levels Among University

Udizca Nurvithasary — 2026-06-30

This study aimed to examine the relationship between cyberbullying, peer support, and university students' anxiety levels. A quantitative approach with a correlational research design was employed. The study involved 112 university students who were active social media users, selected via purposive sampling. Data were collected using scales measuring cyberbullying, peer support, and anxiety levels. Data analysis was conducted using Pearson Product Moment correlation and multiple correlation tests. The results indicated that cyberbullying did not have a significant relationship with students' anxiety levels (correlation coefficient = -0.147; significance value = 0.121; p > 0.05). Conversely, peer support showed a significant negative relationship with students' anxiety levels (correlation coefficient = -0.192; significance value = 0.043; p < 0.05), albeit with a weak strength of association. When analyzed simultaneously, cyberbullying and peer support demonstrated a significant relationship with students' anxiety levels (R = 0.347; R² = 0.121; p = 0.001). These findings reveal that while peer support is negatively associated with anxiety levels, cyberbullying does not show a significant relationship on an individual basis; however, when analyzed together, both factors significantly relate to anxiety levels, contributing 12.1% to the variance. These findings highlight the importance of strengthening peer support and developing comprehensive guidance and counseling services to support students' psychological well-being.

The Psychological Dynamics of Women in Remarriage Following Divorce in Rural Communities: A Maqasid Al-Shari'ah Perspective

Hartiyanti Monica Putri Winda Rua — 2026-06-30

Repeated marriage following divorce among women in rural communities is a complex social phenomenon shaped by psychological experiences, marital relationships, and prevailing social norms. Women who remarry may face emotional distress resulting from previous marital experiences, as well as social stigma associated with widowhood. This study aims to analyze the psychological dynamics of women who experience repeated marriages following divorce in rural communities from the perspective of Maq??id al-Shar?‘ah. This empirical study employs a qualitative approach, drawing on in-depth interviews with women who have experienced divorce and remarriage. The data were analyzed using Attachment Theory, coping mechanisms, and Maq??id al-Shar?‘ah. The findings indicate that decisions to remarry are influenced not only by economic needs but also by experiences of domestic violence, neglect, emotional distress, and social stigma. Remarriage may provide opportunities to regain emotional security, affection, support, and life stability. It may also serve as a form of social negotiation against negative perceptions of widowhood in rural communities. From the perspective of Attachment Theory, remarriage may represent an attempt to establish a more secure emotional bond after an insecure relationship. In terms of coping mechanisms, remarriage can function as a strategy for managing post-divorce psychological distress. From the perspective of Maq??id al-Shar?‘ah, remarriage may contribute to well-being through the protection of life (?if? al-nafs), property (?if? al-m?l), honor (?if? al-‘ir?), and offspring (?if? al-nasl). These findings demonstrate that repeated marriage is not merely an economic decision but also a psychological and socio-cultural process.

The Relationship of Self-Esteem and Social Anxiety with the Self-Confidence of Madrasah Aliyah Students

Lutfia Maulidya — 2026-06-30

This study was motivated by the importance of self-esteem and social anxiety in relation to students' self-confidence, where positive self-esteem promotes a sense of competence and worth, while high social anxiety can hinder self-expression and social interaction among students. The aim of this study was to determine the correlation between self-esteem and social anxiety, both partially and simultaneously, with self-confidence among grade XI students at Madrasah Aliyah. This study employed a quantitative correlational approach. The sample consisted of 94 students selected through simple random sampling from a population of 123 grade XI students. The research instruments used included self-esteem, social anxiety, and self-confidence scales in Likert-scale format. Data analysis was conducted using Pearson's Product Moment correlation test and multiple linear regression. The results indicated a significant positive correlation between self-esteem and self-confidence (r = 0.598, p < 0.05), as well as a significant negative correlation between social anxiety and self-confidence (r = -0.350, p < 0.05). Simultaneously, self-esteem and social anxiety significantly influenced self-confidence (R² = 0.386), with self-esteem contributing more dominantly. This means that the higher the self-esteem and the lower the social anxiety, the higher the level of self-confidence among students. These findings emphasize the importance of school programs that focus on strengthening self-esteem and managing social anxiety to support the development of students' self-confidence

Needs Analysis for an Anti-Bullying E-Module Based on Social-Emotional Learning for Bullying Prevention at SDN 003 Salutambun

Kresmiolan Kresmiolan — 2026-06-29

This study aims to analyze the need for developing an anti-bullying e-module based on Social-Emotional Learning (SEL) as a tool for bullying prevention at SDN 003 Salutambun. The study employs a mixed-methods approach with a convergent parallel design. The subjects of the needs analysis included homeroom teachers for grades I, II, and III, as well as 44 students from these same grade levels. Data were collected through semi-structured interviews, a student bullying behavior questionnaire, a needs assessment questionnaire for homeroom teachers, and document analysis; the data were then analyzed using descriptive qualitative methods and quantitative percentage-based analysis. The results indicate that bullying behavior—manifesting in physical, verbal, and social forms—persists, with an average prevalence of 57.7% in grade I, 60.8% in grade II, and 74.6% in grade III. Furthermore, homeroom teachers expressed a need for a systematic, practical, and user-friendly resource to support bullying prevention efforts. The novelty of this research lies in the integration of five SEL competencies into an e-module, tailored to the characteristics of elementary school students and the requirements of homeroom teachers acting as facilitators. The findings from this needs analysis serve as the foundation for designing a digital e-module aimed at strengthening students' social-emotional skills