Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 18

Main Article Content

Abstract

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.

Keywords

Adolescent Self-Disclosure Individual Counselling Islamic Education Johari Window School Counselling Social-Emotional Development

Article Details

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Yacob, F., Andriansyah, A., Rindayani, R., Mukhlis, M., & Jannah, M. (2026). Fostering Adolescents’ Self-Disclosure Through Johari Window-Based Counselling: Toward a Pedagogical Framework for Islamic Education. Jurnal Pendidikan Islam, 12(2), 362–375. https://doi.org/10.15575/jpi.v12i2.55224
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abbouyi, S., Bouazza, S., & Zarrouq, B. (2026). Psychological distress and problematic social media use among Moroccan youth mediated by fear of missing out and social media engagement. Scientific Reports, 16(1), 8184. https://doi.org/10.1038/s41598-026-39206-y
  2. Abubakar, B., Sanusi, S., Razali, R., Yeniningsih, T.K., & Mujiburrahman. M. (2023). Parenting Education in Islamic Families within the Framework of Family Resilience in Aceh, Indonesia. Samarah: Jurnal Hukum Keluarga Dan Hukum Islam, 7(2), 1121–1147. https://doi.org/10.22373/sjhk.v7i2.17901
  3. Ackerman, K. B. & Bodegraven, V A. (2007). Fundamentals of Supply Chain Management: An Essential Guide for 21st Century Managers. Massachusetts: DC Velocity Books.
  4. Aminudin, A., & Hasan, H. (2025). The role of teachers and parents in the formation of children’s character in schools: A study in Southeast Sulawesi, Islamic family law perspective. El-Usrah: Jurnal Hukum Keluarga, 8(1). https://doi.org/10.22373/6rza1y55
  5. Arda, J. C. D., & Rina, N. (2022). Pengaruh keterbukaan diri terhadap hubungan relasional antar mahasiswa Ilmu Komunikasi Universitas Telkom. Jurnal Medium, 10(1), 135–148. https://doi.org/10.25299/medium.2022.vol10(1).9222
  6. Assariotaki, M., Vasilaki, E., & Vasiou, A. (2026). Youth creativity in arts based interventions guided by the 7Cs model of positive youth development. Discovery Education, 5, Article 644. https://doi.org/10.1007/s44217-026-01692-7
  7. Barredo-Ibáñez, D., Merchán-Clavellino, A., Vega-Saldaña, S., Arroyave-Cabrera, J., Caro-Castaño, L., Garcés-Prettel, M., & Santoya-Montes, Y. (2026). Cybervictimization, suicidal ideation, and positive pedagogical communication: a survey with children in Spain. BMC psychology, 14(1), 824. https://doi.org/10.1186/s40359-026-04578-3
  8. Beebe, S A., & Beebe, S J. (2008). Interpersonal Communication: Relating to Others. Boston: Pearson/Allyn and Bacon
  9. Bemak, F., & Greenberg, B. (1994). Southeast Asian refugee adolescents: Implications for counseling. Journal of Multicultural Counseling and Development, 22(2), 115-124. https://doi.org/10.1002/j.2161-1912.1994.tb00250.x
  10. Chadha, D. (2026). Using the Johari Window Model to understand ‘the role of evidence’to actively support reflection among teaching practitioners in higher education. Reflective Practice, 1-11. https://doi.org/10.1080/14623943.2026.2647744
  11. Chi, P. T. L., Duy, P. Q., Anh, L. M., & Quyen, B. T. T. (2026). The role of family connectedness and coping skills in the relationship between academic pressure and anxiety among Vietnamese adolescents. Discover Public Health, 23(1), 1. https://doi.org/10.1186/s12982-026-01966-3
  12. DeVito, J A. (2016). The Interpersonal Communication Book, 14th edition. New York: Pearson Education Limited
  13. Efthemiou, A., Elam, T., Hicks, P., & Taku, K. (2025). Investigating the impact of a psychoeducational program on self-disclosure, posttraumatic growth and resilience for adolescents. Journal of Child & Adolescent Trauma, 18(2), 365–375. https://doi.org/10.1007/s40653-025-00694-1
  14. Franzoi, S.L. & Davis. M.H. (1985). Adolescent Self-Disclosure and Loneliness: Private Self-Consciousness and Parental Influences. Journal of Personality and Social Psychology, 48(3), 768-780. https://doi.org/10.1037/0022-3514.48.3.768
  15. Hargie, O. (2021a). The Handbook of Communication Skills. Third Edition. New York: Routledge.
  16. Hargie, O. (2021b). Skilled Interpersonal Communication: Research, Theory and Practice (7th ed.). London: Routledge. https://doi.org/10.4324/9781003182269
  17. Hisan, K., Muzakkir, M., & Fitriyani, F. (2024). Parents Communication Patterns Towards Children with Mental Disorders. Jurnal Sosiologi Dialektika Sosial 10(2), 135-144. https://doi.org/10.29103/jsds.v10i2.17256
  18. Hoare, C. H. (2002). Erikson on development in adulthood: new insights from the unpublished papers. Oxford: Oxford University Press.
  19. Hua, A. Y., & Cui, L. (2026). Self-disclosure and psychological well-being in Chinese adolescents: Exploring the role of self-perception. Journal of Adolescence, 98, 1409–1414. https://doi.org/10.1002/jad.70124
  20. Ishmah, J. S., Laily, N., & Wicaksono, A. S. (2022). Implementation Johari Window Technique with Intervention Individual Counseling (Client Centered Counseling) For Growth of Self-Acceptance In Vocational High School X In Gresik. Psycho Holistic, 4(2), 71–78. https://doi.org/10.35747/ph.v4i2.417
  21. Lumbanraja, P., Lubis, A. S., & Nadapdap, K. M. N. (2024). A review of the Johari window theory as grand theory of human resource competence. Multidisciplinary Reviews, 7(1), 2024002. https://doi.org/10.31893/multirev.2024002
  22. Martinez Jr. R.R. & Baker. S. (2022). Perspectives on career and college readiness self-efficacy of Latinx adolescents: A thematic analysis, Journal of Multicultural Counseling and Development, 27 May. https://doi.org/10.1002/jmcd.12253.
  23. McCroskey, J C., & Wheeless, L R. (1976). Introduction to Human Communication. New York: Allyn and Bacon.
  24. Muslikah, M., Sugiharto, D. Y. P., Mahfud, A., Sofyan, A., Endalan, L. M., & Prabawa, A. F. (2026). The Effectiveness of Character Strengths-Based Peer Counseling in Fostering Psychological Well-Being in Islamic Boarding Schools. Islamic Guidance and Counseling Journal, 9(1). https://doi.org/10.25217/0020258725000
  25. Obaid, Y, Abidin, A., Samsuddin, S., Kadir, S.F., & Baharuddin, A. (2025). Revealing Identity to Form Student Character: Application of the Hidden Curriculum in Islamic Legal Education, Samarah: Jurnal Hukum Keluarga dan Hukum Islam 8 (3). https://doi.org/10.22373/sjhk.v8i3.24061.
  26. Outland. R. (2022). Schools as jails: Urban African American Adolescent Males’ (UAAM) experiences and perceptions of violence in low-income public schools, Journal of Multicultural Counseling and Development, 50 (2). https://doi.org/10.1002/jmcd.12248.
  27. Pearson, J. E. (2012). Why Do I Keep Doing This!!? End Bad Habits, Negativity and Stress with Self-Hypnosis and NLP. Carmarthen: Crown House Publishing.
  28. Samad, S. A. A., Gade, S., Basri, H., Silahuddin, S., & Ariani, S. (2023). Teacher’s spiritual competence and its implication in Islamic religious education learning in Pidie, Aceh. Ulumuna, 27(2), 624-648. https://doi.org/10.20414/ujis.v27i2.710.
  29. Samrin, S., Patih, T., Yaqub, A., Pairin, P., and Jafar, E. S., (2026). Family Responsibility for Islamic Religious Education: A Socio-Legal Analysis of Emotional Intelligence and Student Achievement in North Buton, Southeast Sulawesi, El-Usrah: Jurnal Hukum Keluarga, 9 (1), 310-328. https://doi.org/10.22373/ujhk.v9i1.34198.
  30. Sarfo, J. O. (2026). Prevalence, risks and protective factors associated with suicidal behaviours among adolescents in Bolivia. Discover Public Health, 23(1), 202. https://doi.org/10.1186/s12982-026-01551-8
  31. Sears, D O., Freedman, J L., & Peplau, L. A. (1985). Social Psychology (Michael Andriyanto & Savitri Soekrisno, Trans.). Jakarta: Penerbit Erlangga
  32. Shreve, B. W., & Kunkel, M. A. (1991). Self‐psychology, shame, and adolescent suicide: Theoretical and practical considerations. Journal of Counseling & Development, 69(4), 305-311. https://doi.org/10.1002/j.1556-6676.1991.tb01511.x
  33. Simone, D. H., McCarthy, P., & Skay, C. L. (1998). An investigation of client and counselor variables that influence likelihood of counselor self‐disclosure. Journal of Counseling & Development, 76(2), 174-182. https://doi.org/10.1002/j.1556-6676.1998.tb02390.x
  34. Tang. Y.K. (2024). Associations between self‐disclosure, secrecy, and adolescent well‐being in China: A person‐centered approach. Personal Relationships, 32(4). https://doi.org/10.1111/pere.12582
  35. Trenchard, S., Donaldson, S., Ahmed, S., & Wood, W. (2026). Developing intelligent compassion: A case study of a specialist eating disorders service for children and young people. Mental Health and Social Inclusion, 30(7), 63–72. https://doi.org/10.1108/MHSI-02-2026-0063
  36. Vangölü, M. S. (2026). The mediating roles of psychological resilience and social support in the relationship between phubbing and psychological distress in adolescents. Scientific Reports, 16, 22042. https://doi.org/10.1038/s41598-026-55006-w
  37. Vijayakumar, N. and Pfeifer. J.H. (2019). Self-disclosure during adolescence: Exploring the means, targets and types of personal exchanges. Current Opinion in Psychology, 31. https://doi.org/10.1016/j.copsyc.2019.08.005
  38. Vijayakumar, N., Flournoy, J. C., Mills, K. L., and others. (2020). Getting to know me better: An fMRI study of intimate and superficial self-disclosure to friends during adolescence. Journal of Personality and Social Psychology, 118(5), 885–899. https://doi.org/10.1037/pspa0000182
  39. Wang, M.-T. (2026). Developing digital self-regulation in adolescence: A developmental self-determination model of digital self-regulation. Educational Psychology Review, 38, Article 86. https://doi.org/10.1007/s10648-026-10183-y
  40. Wheeless, L R. and Grotz, J. (1976). Conceptualization and Measurement of Reported Self-Disclosure. Journal Human Communication Research, 2(4), 338–346, https://doi.org/10.1111/j.1468-2958.
  41. Willborg, E., Larsson, J., Berge, J., and others. (2026). Psychological distress, financial literacy, loneliness, and coping in relation to financial difficulties: A cross-sectional study in Sweden. BMC Public Health, 26, 2124. https://doi.org/10.1186/s12889-026-28309-w
  42. Zalmita, N., Manaf, A., Sofyan, H., and others. (2026). Development and validation of the Student Social Resilience Scale for Disasters (SSRD) among adolescents in disaster-prone areas. BMC Psychology, 14, 160. https://doi.org/10.1186/s40359-025-03887-3
  43. Zanabazar, A., Jigjiddorj, S., and Jambal, T. (2023). Impact of Workplace Bullying on Job Burnout. Jurnal Ilmiah Peuradeun, 11(3), 1071-1090. https://doi.org/10.26811/peuradeun.v11i3.960.
  44. Zheng, Y. (2023). Promoting Self-disclosure Using Associative Cards in High School Adolescents. Communications in Humanities Research, 14(1), 48-55. https://doi.org/10.54254/2753-7064/14/20230404.

Similar Articles

<< < 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 > >> 

You may also start an advanced similarity search for this article.