ENLIGHTEN: Jurnal Bimbingan Konseling Islam

Forming a peaceful mindset in the BANI era: A systematic literature review of Cognitive Behavioral Therapy interventions

2025-12-31T12:30:10+08:00

The phenomenon of the BANI era (Brittle, Anxiety-Inducing, Non-linear, and Incomprehensible), characterized by uncertainty, psychological pressure, and social disruption, demands therapeutic approaches that foster peaceful thinking and awareness, emotional regulation, and inner balance. This study aims to identify the developmental trends of Cognitive Behavioral Therapy (CBT) over the past 15 years in cultivating a peaceful mindset in individuals and to examine the techniques used within CBT interventions to achieve this goal. The research employs a Systematic Literature Review (SLR) method following the PRISMA stages, including identification, screening, eligibility, and inclusion processes. From 1,197 articles identified through the Scopus and Google Scholar databases, 11 final articles published between 2010 and 2025 met the inclusion criteria. The findings reveal that CBT has evolved from a conventional clinical approach into more diverse forms, encompassing trauma healing, empowerment-based CBT, social-humanistic, integrative (such as MBCT and ACT), community-based CBT, social-structural, existential, educational-curative, transcendental-spiritual, and AI-integrated digital approaches. Furthermore, the study identifies five main techniques that contribute most significantly to fostering a peaceful mindset: cognitive restructuring, cognitive reframing, mindfulness, relaxation training, and behavioral activation. These findings emphasize that CBT is not merely a clinical therapy but a transformative psychological strategy that cultivates both intrapersonal and interpersonal peace. Therefore, CBT holds strong potential to be developed as an integrative peace-based therapy relevant for enhancing mental well-being and individual resilience amid the complexities of the BANI era.

Cross-cultural adaptation and psychometric validation of the Autism Social Skills Profile in children with autism spectrum disorder in Indonesia

2025-12-31T12:30:13+08:00

Instruments for assessing social skills in children with autism spectrum disorder (ASD) remain scarce in Indonesia, underscoring the critical need for culturally valid tools. This study aims to adapt and validate the Autism Social Skills Profile (ASSP) for use in the Indonesian context through a rigorous cross-cultural methodology. The adaptation process followed the International Test Commission (ITC) guidelines, including forward–backward translation, expert content validation, cognitive debriefing, and psychometric testing. A total of 35 parents of children aged 6–17 years with professionally diagnosed ASD participated in the study. The results demonstrated excellent content validity (Aiken’s V = 0.89–0.92), high internal consistency (Cronbach’s = 0.939), and strong model fit for a refined three-factor structure after removing six items with low discriminatory power (RMSEA = 0.042; CFI = 0.965; TLI = 0.951). The Indonesian version of the ASSP provides theoretical contributions by expanding cross-cultural validation research in ASD assessment and offers practical benefits as a standardized instrument for evaluating social skills and guiding intervention planning in clinical, educational, and community-based settings. These findings support the use of the ASSP as a reliable and culturally relevant tool for improving outcomes in Indonesian children with ASD.

Navigating dual role demands: Self-adjustment as a differential predictor of organizational responsibility and academic achievement among adolescent female students in Islamic boarding schools

2025-12-31T12:30:14+08:00

Female students in Islamic boarding schools often experience dual role demands, as they are required to balance intensive organizational responsibilities with sustained academic performance. This study investigates the role of self-adjustment as a psychological factor influencing organizational responsibility and academic achievement among adolescent female students. Employing a quantitative correlational design, the study involved 39 female student leaders (santriwati) serving as administrators of the Student Organization of Pondok Modern Darussalam Gontor Putri Campus 8, selected through purposive sampling. Data were collected using the Self-Adjustment Scale, the Organizational Responsibility Scale, and documented academic achievement scores from report cards. Multiple linear regression analysis was applied to examine the predictive relationships among variables. The findings reveal that self-adjustment significantly predicts organizational responsibility (r = 0.426, p < 0.05), indicating that higher adaptive capacity is associated with stronger organizational engagement and responsibility. However, self-adjustment does not significantly predict academic achievement (r = 0.119, p > 0.05), suggesting that academic performance is more strongly influenced by other factors, such as learning motivation and study strategies. These results highlight the differential role of self-adjustment in managing dual role demands within Islamic boarding school contexts. The study underscores the importance of strengthening adaptive skills through counseling, coaching, and mentoring programs to support female students’ effectiveness in organizational roles without compromising their academic development.

Development and validation of a contextualized phubbing scale for Indonesian university students: A design-based research approach

2025-12-31T12:30:16+08:00

Phubbing has become an increasingly widespread phenomenon among university students, driven by growing smartphone dependence in daily academic and social activities. Defined as the act of prioritizing smartphone use over face-to-face interaction, phubbing is associated with adverse outcomes, including impaired concentration, weakened social bonds, and diminished academic performance. However, existing instruments such as the Chotpitayasunondh & Douglas scale show limitations in item validity-specifically items 5, 7, and 14 and lack contextual relevance for the Indonesian higher education population. Addressing this gap, the present study aimed to develop and validate a culturally contextualized phubbing scale tailored to Indonesian university students. Employing a Design-Based Research (DBR) methodology based on Reeves’ generic model, the study progressed through three iterative phases: analysis and exploration, design and construction, and evaluation and reflection. A total of 384 students from diverse Indonesian universities participated, selected via convenience sampling. The resulting instrument comprises 40 items spanning four core dimensions nomophobia, interpersonal conflict, self-isolation, and problem acknowledgment. All items demonstrated acceptable item-total correlations (>0.30), and the scale achieved high internal consistency (Cronbach’s= 0.863). The validated scale offers a robust, context-sensitive tool for assessing phubbing behavior in Indonesian university settings and provides practical utility for educational counselors in designing targeted interventions to mitigate the psychological and academic risks associated with excessive smartphone use.