Suluh: Jurnal Bimbingan dan Konseling

Counselors’ Strategies in Addressing Students’ Learning Concentration Problems in the Digital Distraction Era: A Narrative Study

Gipa Gisnando, Eko Sujadi — Fri, 13 Mar 2026 00:00:00 +0000

Background: The rapid development of digital technology has increased distractions that negatively affect students’ concentration during learning. While previous studies have widely examined the impact of digital distraction on students’ academic performance, limited research has specifically explored school counselors’ professional experiences in addressing students’ concentration problems in digitally saturated learning environments. Aim; This study aims to explore school counselors' experiences in addressing students’ concentration problems in the era of digital distraction. The study employed a qualitative narrative approach, with data collected through in-depth interviews, non-participant observation, and documentation involving three school counselors at junior and senior high school levels in Kerinci Regency. Method: Data were analyzed using Riessman’s narrative analysis model. The findings reveal three interrelated themes. First, digital distractions such as smartphone notifications, online games, and social media are perceived as the primary sources of students’ concentration problems. Second, counselors emphasize strengthening students’ self-regulation through time management, control of digital device use, and mindfulness as central counseling strategies. Third, the sustainability of behavioral change in learning concentration depends on collaboration among counselors, teachers, and parents. This study contributes theoretically by enriching narrative counseling perspectives in understanding digital distraction as a systemic issue in school contexts. Practically, it provides experience-based strategic implications for school counseling interventions to improve students’ learning concentration in the digital era.

Development of a Structure Peer Counseling Model to Improve Assertive Behavior Among Junior High School Student

Fitria Nurmastuti, Sigit Sanyata, Rita Prawati — Fri, 13 Mar 2026 00:00:00 +0000

Background: Many junior high school students exhibit low assertiveness, particularly in expressing opinions, resisting negative peer pressure, and maintaining interpersonal boundaries, which may hinder their socio-emotional development. Aim: This study examined the urgency and effectiveness of structured peer counseling as an intervention to improve assertive behavior among junior high school students. Method: The research employed a quasi-experimental pretest–posttest control-group design involving 62 students, divided into an experimental and a control group. The intervention consisted of structured peer counseling sessions emphasizing active listening, empathy, modeling, and role-playing of assertive communication. Assertive behavior was measured using a four-point Likert scale instrument administered before and after the intervention. Data were analyzed using the Wilcoxon Signed-Rank Test to determine differences between pretest and posttest scores. Results and Discussion: The findings revealed a statistically significant improvement in the experimental group (Z = -4.643, p < 0.001) with a large effect size (r = 0.60), indicating meaningful behavioral change following peer counseling. In contrast, the control group did not show a significant improvement (Z = -1.924, p = 0.054). These results suggest that structured peer counseling provides an effective developmental context for practicing assertive communication skills through peer interaction and social modeling. Conclusion: The study confirms the urgent need for assertive behavior intervention in junior high schools and demonstrates that structured peer counseling is an effective approach to enhancing students' assertiveness, providing empirical support for its integration into school guidance and counseling programs.

Social Media TikTok and Its Impact on Early Adolescents' Academic Concentration

Calista Agriffina, Ika Ariyati, Kushendar Kushendar — Sat, 14 Mar 2026 00:00:00 +0000

Background: The increasing use of social media among adolescents raises concerns about its impact on learning concentration. Students widely use TikTok because it offers engaging, easily accessible short videos. Aim: This study analyzes the relationship between TikTok use and learning concentration among early adolescents. Method: The study used a quantitative, correlational, cross-sectional design. The study population comprised N = 193 eighth-grade students at SMP Negeri 1 Kotagajah, with a sample of N = 138 selected via cluster sampling. Data collection was conducted using the Social Media Engagement Scale for Adolescents (SMES-A) with 11 items and a learning concentration scale with 28 items. Data analysis used product-moment correlation and simple linear regression. Results and Discussion: The results showed a correlation coefficient of -0.030 with a p-value of 0.725 (p > 0.05), indicating no significant relationship between the intensity of TikTok use and students' learning concentration. The regression results also showed that social media use accounted for only 0.1% of the variation in learning concentration. Conclusion: This finding indicates that social media use is not the main factor influencing students' learning concentration, as it is also influenced by other factors, such as learning motivation, interest in the subject, and the learning environment.

Parental Emotion Regulation and Parenting Stress in Early Childhood: The Moderating Role of Social Support

Kotrun Nada Kusesi, Ika Ariyati, Agus Setiawan — Mon, 16 Mar 2026 00:00:00 +0000

Background: Early childhood parenting represents a crucial phase in family development that requires a high level of emotional involvement from parents. During this period, parents face various parenting demands related to meeting children’s physical needs as well as supporting their emotional and social development. Such conditions may increase the risk of parenting stress, particularly when parents experience difficulties regulating their emotions or lack adequate support from their social environment. Aim: Therefore, this study aims to analyze the effect of emotion regulation on parenting stress among parents of young children and to examine the moderating role of social support in this relationship. Method: This study employed a quantitative approach using a survey parents of students at RA Muslimat NU 07 as research participants. Data were collected using three standardized psychological instruments: the Emotion Regulation Questionnaire (ERQ) to measure parents’ emotion regulation, the Parental Burnout Assessment (PBA) to assess the level of parenting stress, and the Multidimensional Scale of Perceived Social Support (MSPSS) to measure perceived social support. Data analysis was conducted using simple regression to examine the direct effects of emotion regulation and social support on parenting stress. Result and Disscussions: The results indicate that emotion regulation and social support do not have a significant simultaneous effect on parenting stress (F = 0.357; p = 0.701; R² = 0.011). Partially, emotion regulation (p = 0.866) and social support (p = 0.486) also do not show a significant effect on parenting stress. Furthermore, the moderation test reveals that the interaction between emotion regulation and social support is not significant (p = 0.387), indicating that social support does not function as a moderating variable in this relationship. Conclusion: These findings suggest that emotion regulation and social support are not the main determinants of parenting stress among parents of young children in this study, indicating that other factors may play a more dominant role in influencing parenting stress beyond the variables examined.