Guiding the guides: Strengthening teachers’ group counseling skills in an Islamic boarding school
DOI:
https://doi.org/10.26905/abdimas.v11i2.16869Keywords:
Counseling self-efficacy, Group counseling, Islamic boarding school, Teachers, Counseling trainingAbstract
Teachers in Islamic boarding school settings, such as SMPI Sabilurrosyad, face complex challenges in addressing students’ academic and psychosocial needs. In addition to supporting students’ achievement in formal and Islamic subjects, teachers are also responsible for cultivating moral character. Group counseling is an important competency that enables teachers to support students in dealing with developmental, emotional, academic, and social concerns. This community service program aimed to strengthen teachers’ understanding and ability to apply basic group counseling skills. The program was implemented through structured counseling training that covered key concepts of group counseling, its stages, and practical role-play activities. Teachers actively participated in experiential learning sessions designed to build confidence and readiness to apply counseling skills in the school context. The findings indicate an improvement in teachers’ counseling self-efficacy, although the change was not statistically significant. Participants’ reflections showed that the training helped clarify the group counseling process and increased their confidence in applying these skills to support students. This community service program contributes to strengthening counseling literacy among teachers and offers a potential model for sustainable group counseling capacity building in Islamic boarding school-based educational institutions.
Downloads
References
Aida, L. N., & Habyz, B. A. (2019). Keefektifan konseling kelompok cognitive behavior untuk meningkatkan regulasi diri siswa SMP. Perspektif Ilmu Pendidikan, 33(1). https://doi.org/10.21009/PIP.331.2
Arizona, V. F., Kebayantini, N. L. N., & Zuryani, N. (2019). Kenakalan remaja di kalangan santri Pondok Pesantren Putri Al-Fathimiyyah Bahrul Ulum Tambakberas Jombang. Jurnal Ilmiah Sosiologi, 1(2), 1-14.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman and Company.
Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom interactions, dyadic teacher–child relationships, and self–regulation in socially disadvantaged young children. Journal of abnormal child psychology, 44(1), 7-17. https://doi.org/10.1007/s10802-015-0060-5
Emiru, E. K., & Gedifew, M. T. (2024). The effect of teacher self-efficacy on learning engagement of secondary school students. Cogent Education, 11(1), 2308432. https://doi.org/10.1080/2331186X.2024.2308432
Forsyth, D. R. (2019). Group dynamics (7th Ed.). Cengage.
Goh, T. L., Hannon, J. C., Webster, C. A., & Podlog, L. (2017). Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance. Teaching and Teacher Education, 66, 88–95. https://doi.org/10.1016/j.tate.2017.04.003
Hanafi, Y., Taufiq, A., Saefi, M., Ikhsan, M. A., Diyana, T. N., Thoriquttyas, T., & Anam, F. K. (2021). The new identity of Indonesian Islamic boarding schools in the “new normal”: The education leadership response to COVID-19. Heliyon, 7(3), e06549. https://doi.org/10.1016/j.heliyon.2021.e06549
Hariyadi, S., Wibowo, M. E., Muslikah, M., & Saraswati, S. (2025). Efektivitas konseling kelompok dalam meningkatkan kesejahteraan psikologis siswa di sekolah Indonesia: Tinjauan sistematis. Jurnal Konseling Pendidikan, 9(2), 19-35. https://doi.org/10.29408/jkp.v9i2.31082
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT Press.
Latupasjana, Z., Neviyarni, N., Karneli, Y., & Netrawati, N. (2021). Intervention of rational emotive behavior therapy approach in group counseling. Journal of Counseling, Education and Society, 2(2), 129-132. https://doi.org/10.29210/08jces138000
Melchert, T. P., Hays, V. L., Wiljanen, L. M., & Kolocek, A. K. (1996). Testing models of counselor development with a measure of counseling self‐efficacy. Journal of Counseling & Development, 74(6), 640–644. https://doi.org/10.1002/j.1556-6676.1996.tb02304.x
Nurhidayah, I., Anasari, Rohidah, M., Maghfiroh, F., & Dewi, R. S. (2025). Pemimpin kelompok sebagai katalisator: Peran kunci dalam efektivitas dan harmonisasi dinamika konseling kelompok. Jurnal Bintang Pendidikan Indonesia, 3(3), 210-222. https://doi.org/10.55606/jubpi.v3i2.3844
OECD. (2019). PISA 2018 results (Volume III): What school life means for students’ lives. OECD Publishing. https://doi.org/10.1787/acd78851-en
Rahmatullah, A. S., & Purnomo, H. (2020). Kenakalan remaja kaum santri di pesantren (Telaah deskriptif-Fenomenologis). Ta’allum: Jurnal Pendidikan Islam, 8(2), 222–245. https://doi.org/10.21274/taalum.2020.8.2.222-245
Sauri, S., Gunara, S., & Cipta, F. (2022). Establishing the identity of Insan Kamil generation through music learning activities in pesantren. Heliyon, 8(7), e09958. https://doi.org/10.1016/j.heliyon.2022.e09958
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Tihul, I. (2020). Eksistensi Guru sebagai Pribadi yang Profesional dan Inspiratif. Jurnal Alasma: Media Informasi dan Komunikasi Ilmiah, 2(2), 197–206.
Triyono, T., & Musyarofah, M. (2016). Modul guru pembelajar bimbingan dan konseling sekolah menengah pertama (SMP): Kelompok kompetensi H profesional: Kesadaran dan komitmen terhadap etika profesional. Direktorat Jenderal Guru dan Tenaga Kependidikan, Kementerian Pendidikan dan Kebudayaan.
UNESCO. (2017). School violence and bullying: Global status report. UNESCO. https://doi.org/10.54675/POIV1573
Wheelan, S. A. (2005). Group processes: A developmental perspective (2nd ed.). Pearson Education New Zealand.
Yusop, Y. M., Zainudin, Z. N., Ahmad, N. A., Othman, W. N. W., Surat, S., & Fung, W. S. (2020). The effectiveness of group counselling: A systematic review. Journal of Critical Reviews, 7(13), 513-518. https://doi.org/10.31838/jcr.07.13.94
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801
Zhou, X., Shu, L., Xu, Z., & Padrón, Y. (2023). The effect of professional development on in-service STEM teachers’ self-efficacy: A meta-analysis of experimental studies. International Journal of STEM Education, 10(1), 37. https://doi.org/10.1186/s40594-023-00422-x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Copyright of the published articles will be transferred to the journal as the publisher of the manuscripts. Therefore, the author confirms that the copyright has been managed by the journal.
- Publisher of Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang is University of Merdeka Malang.
- The copyright follows Creative Commons Attribution-ShareAlike License (CC BY SA): This license allows to share, copy, and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material, for any purpose, even commercially.
