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Fostering Adolescents’ Self-Disclosure Through Johari Window-Based Counselling: Toward a Pedagogical Framework for Islamic Education

Jurnal Pendidikan Islam · Vol. 12 No. 2 (2026) · hlm. 362–375

DOI
10.15575/jpi.v12i2.55224
ISSN
2460-8149, 2355-4339
Terbit
2026-08-03
Penerbit
The Faculty of Tarbiyah and Teacher Training associated with PSPII
Bahasa
eng

Abstrak

Adolescent self-disclosure plays an important role in students’ social-emotional development, psychological well-being, and participation in educational environments. Although the Johari Window has been widely applied to enhance interpersonal awareness and communication, limited empirical research has examined its pedagogical value for fostering adolescents’ self-disclosure within Islamic educational settings or its contribution to Islamic educational scholarship. This study investigated the effectiveness of Johari Window-based individual counselling in fostering adolescents’ self-disclosure. Five purposively selected eighth-grade students with low self-disclosure participated in three Johari Window-based individual counselling sessions. Self-disclosure and changes in participants’ Johari Window profiles were assessed using the Adolescent Self-Disclosure Questionnaire (KKDR) and the Adolescent Johari Window Questionnaire (KJWR), with outcomes analyzed using paired-samples t-tests and normalized gain scores. The findings revealed a statistically significant improvement in students’ self-disclosure (p <.05), accompanied by a moderate normalized gain (N-gain = 0.59) and a progressive expansion of participants’ Open Areas, indicating enhanced reciprocal communication, interpersonal trust, and self-awareness. These findings demonstrate that Johari Window-based counselling effectively enhances adolescents’ self-disclosure while contributing to Islamic educational scholarship by positioning the Johari Window as a pedagogical framework that integrates reciprocal communication, interpersonal trust, self-awareness, and character development to support students’ social-emotional learning within Islamic educational contexts.

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21 penulis · 40 tautan kepenulisan bersama · 6 lintas organisasi

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  • Universitas Islam Negeri Ar-Raniry
  • Universiti Utara Malaysia
  • The Ohio State University
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Rekan penulisOrganisasiArtikel bersama
Liza Safira MardhatillahUniversitas Islam Negeri Ar-Raniry1
Eriawati EriawatiUniversitas Islam Negeri Ar-Raniry1
Anggiyana AnggiyanaUniversitas Islam Negeri Ar-Raniry1
Wati OvianaUniversitas Islam Negeri Ar-Raniry1
Rina MulizaUniversitas Islam Negeri Ar-Raniry1
Ida FitriaUniversitas Islam Negeri Ar-Raniry1
Muthia MaghfirahUniversitas Islam Negeri Ar-Raniry1
Muhammad Rizki Akbar PratamaAfiliasi tidak diketahui1
Wilda RahmiUniversitas Islam Negeri Ar-Raniry1
Siti Rozaina KamsaniUniversiti Utara Malaysia1
Nurhazlina Mohd AriffinUniversiti Utara Malaysia1
Julianto JuliantoUniversitas Islam Negeri Ar-Raniry1
Miftahul JannahUniversitas Islam Negeri Ar-Raniry1
Salami MahmudUniversitas Islam Negeri Ar-Raniry1
Ida MeutiawatiUniversitas Islam Negeri Ar-Raniry1
Nurdiani NurdianiUniversitas Islam Negeri Ar-Raniry1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Fostering Adolescents’ Self-Disclosure Through Johari Window-Based Counselling: Toward a Pedagogical Framework for Islamic Education</dc:title>
	<dc:creator>Yacob, Fakhri</dc:creator>
	<dc:creator>Andriansyah, Andriansyah</dc:creator>
	<dc:creator>Rindayani, Riska</dc:creator>
	<dc:creator>Mukhlis, Mukhlis</dc:creator>
	<dc:creator>Jannah, Miftahul</dc:creator>
	<dc:subject xml:lang="en-US">Adolescent Self-Disclosure</dc:subject>
	<dc:subject xml:lang="en-US">Individual Counselling</dc:subject>
	<dc:subject xml:lang="en-US">Islamic Education</dc:subject>
	<dc:subject xml:lang="en-US">Johari Window</dc:subject>
	<dc:subject xml:lang="en-US">School Counselling</dc:subject>
	<dc:subject xml:lang="en-US">Social-Emotional Development</dc:subject>
	<dc:description xml:lang="en-US">Adolescent self-disclosure plays an important role in students’ social-emotional development, psychological well-being, and participation in educational environments. Although the Johari Window has been widely applied to enhance interpersonal awareness and communication, limited empirical research has examined its pedagogical value for fostering adolescents’ self-disclosure within Islamic educational settings or its contribution to Islamic educational scholarship. This study investigated the effectiveness of Johari Window-based individual counselling in fostering adolescents’ self-disclosure. Five purposively selected eighth-grade students with low self-disclosure participated in three Johari Window-based individual counselling sessions. Self-disclosure and changes in participants’ Johari Window profiles were assessed using the Adolescent Self-Disclosure Questionnaire (KKDR) and the Adolescent Johari Window Questionnaire (KJWR), with outcomes analyzed using paired-samples t-tests and normalized gain scores. The findings revealed a statistically significant improvement in students’ self-disclosure (p &amp;lt; .05), accompanied by a moderate normalized gain (N-gain = 0.59) and a progressive expansion of participants’ Open Areas, indicating enhanced reciprocal communication, interpersonal trust, and self-awareness. These findings demonstrate that Johari Window-based counselling effectively enhances adolescents’ self-disclosure while contributing to Islamic educational scholarship by positioning the Johari Window as a pedagogical framework that integrates reciprocal communication, interpersonal trust, self-awareness, and character development to support students’ social-emotional learning within Islamic educational contexts.</dc:description>
	<dc:publisher xml:lang="en-US">The Faculty of Tarbiyah and Teacher Training associated with PSPII</dc:publisher>
	<dc:date>2026-08-03</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/jpi/article/view/55224</dc:identifier>
	<dc:identifier>10.15575/jpi.v12i2.55224</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Islam; Vol. 12 No. 2 (2026): Jurnal Pendidikan Islam; 362-375</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Pendidikan Islam; Vol 12 No 2 (2026): Jurnal Pendidikan Islam; 362-375</dc:source>
	<dc:source>2460-8149</dc:source>
	<dc:source>2355-4339</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/jpi/article/view/55224/16925</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Jurnal Pendidikan Islam</dc:rights>
</oai_dc:dc>