https://counsedu.iicet.org/index.php/counsedu/issue/feed 2025-08-29T00:00:00+07:00 Aldo Prayoga Putra pp@konselor.org Open Journal Systems <p><strong>COUNS-EDU: The International Journal of Counseling and Education</strong> (E-ISSN <a title="ISSN: 2548-3498 (Electronic)" href="https://portal.issn.org/resource/issn/2548-3498" target="_blank" rel="noopener">2548-3498</a>) is a peer-reviewed scientific journal published by the Indonesian Counselor Association (IKI) in collaboration with the Research Departement of Indonesian Institute for Counseling, Education, and Therapy</p> <p>Established in 2016, this journal is committed to publishing articles that cover a wide array of topics in counseling, education, psychology, and mental health. It aims to highlight the latest and most significant developments in these fields across various settings, including school and mental health counseling, assessment techniques, supervision strategies, issues related to sexual abuse, violence addiction, multicultural and crisis intervention, trauma management, and the use of Information, Technology, and Communication. The journal also explores various aspects of psychotherapy such as career counseling, spiritual guidance, marriage and family therapy, and more. In the realm of education, it welcomes contributions on teaching methodologies, curriculum development, instructional strategies, innovative educational projects, learning methodologies, new technologies in education and learning, and assessment techniques. Additionally, the journal extends its focus to the intersection of mental health with medical and sports science, serving as a platform for sharing and disseminating high-quality academic research.</p> https://counsedu.iicet.org/index.php/counsedu/article/view/508 2025-08-27T06:52:52+07:00 Shafa Alistiana Irbathy shafaalistia@gmail.com Naomi Fahma shafaalistia@gmail.com Sulistiono Shalladdin Albany shafaalistia@gmail.com Arifah Cahyo Andini Suparmun shafaalistia@gmail.com Yuliana Nurshanti shafaalistia@gmail.com Ade Masruroh shafaalistia@gmail.com

<p>Parental style shapes a child’s character and emotional resilience, particularly within single-parent families. This study explores how single parents implement democratic parenting and how it influences the emotional resilience of children aged 7 and 8. Employing a descriptive qualitative method, data were collected through in-depth interviews, observation, and documentation involving three single parents and two teachers at SD Muhammadiyah Tonggalan. Thematic analysis revealed that democratic parenting—characterized by open communication, rule negotiation, and consistent emotional support—could still be applied effectively by single parents despite their dual-role burdens. Children raised under this approach exhibited high levels of emotional resilience, including emotional regulation, conflict resolution, frustration tolerance, and confidence in social interaction. External factors such as teacher and peer support also significantly enhanced emotional resilience. These findings highlight the strategic role of schools and community programs in supporting single parents in adopting effective parenting strategies for optimal child development.</p>

2025-08-29T00:00:00+07:00 Copyright (c) 2025 Shafa Alistiana Irbathy, Naomi Fahma, Sulistiono Shalladdin Albany, Arifah Cahyo Andini Suparmun, Yuliana Nurshanti, Ade Masruroh https://counsedu.iicet.org/index.php/counsedu/article/view/509 2025-08-27T09:54:23+07:00 Sriyati Dwi Astuti sriyatidwiastuti05@gmail.com Zulkipli Lessy sriyatidwiastuti05@gmail.com Sibawaihi Sibawaihi sriyatidwiastuti05@gmail.com

<p>Early Childhood Education (ECE) plays a crucial role in introducing children to the values of cultural diversity through educator-child interactions, particularly within Indonesia’s multiethnic context, where risks of intercultural conflict persist. This study explores how harmonious interactions between educators and children are maintained in culturally diverse settings. Using a qualitative approach grounded in Pierre Bourdieu’s theory of <em>habitus</em>, the research involved 10 educators and 30 children at Fastrack Funschool Yogyakarta. Data were collected through interviews and classroom observations, using the Classroom Assessment Scoring System (CLASS) to evaluate the quality of interactions across three domains: Emotional Support, Classroom Organization, and Instructional Support. Scores ranged from 1 (low) to 7 (high), indicating the extent and quality of positive interaction indicators. The results show that educators at Fastrack Funschool embody culturally aware teaching practices that promote mutual respect and tolerance. These practices are reflected in warm emotional climates, effective classroom management, and supportive instructional strategies. Interactions are characterized by sensitivity to cultural differences, flexibility in accommodating children’s perspectives, and responsiveness to individual needs. Through consistent social practices, children internalize inclusive values, which contribute to forming a culturally sensitive habitus. The study concludes that high-quality educator-child interactions serve as a key mechanism for fostering cultural harmony, building a learning environment that is both inclusive and adaptive to Indonesia’s cultural plurality. These findings emphasize the transformative potential of ECE settings in promoting intercultural understanding and shaping children’s social dispositions for living in a diverse society.</p>

2025-08-29T00:00:00+07:00 Copyright (c) 2025 Sriyati Dwi Astuti, Zulkipli Lessy, Sibawaihi Sibawaihi