RELATIONSHIP OF SELF-COMPASSION AND EMPATHY IN FINAL YEAR GUIDANCE AND COUNSELING STUDENTS

JKPI: Jurnal Konseling Pendidikan Islam P–ISSN: 2655-9692 E-ISSN: 2746-5977 Vol.7, No. 1, Januari 2026 RELATIONSHIP OF SELF-COMPASSION AND EMPATHY IN FINAL YEAR GUIDANCE AND COUNSELING STUDENTS *1 Aliva Karina Muyassar, 2Happy Karlina Marjo, 3Eka Wahyuni *1,2,3 Universitas Negeri Jakarta *1 2 Email: , , Abstract This study aims to see an overview of the relationship between the level of selfcompassion and empathy in final year students at the State University of Jakarta (UNJ) and Sultan Ageng Tirtayasa University (UNTIRTA), and relate it to the urgency of the role of Guidance and Counseling services in universities. The approach used was quantitative descriptive, with a sampling technique using convenience sampling techniques for the number of respondents as many as 110 students (55 from UNJ and 55 from UNTIRTA). This study aims to get an overview and relationship of self-compassion and empathy in final year BK students. The instruments used are the Self-Compassion Scale (SCS) and the Empathy Assessment Scale (EAS). The results showed that the average self-compassion score in UNJ and UNTIRTA students was 75.64, with a standard deviation of 7.069, which shows a relatively good and stable level of selfconcept in both universities. However, there is a striking difference in the level of empathy. UNJ students have an average EAS score of 76.07 with a wide range (36–87), while UNTIRTA students have a lower average EAS score, which is 56.53, with a narrower range (46–61). As many as 86% of students are in the category of moderate empathy, 9% low, and only 5% have high empathy. These findings suggest that although final year students have a fairly good level of self-acceptance, empathic abilities have not been optimally developed. This has important implications for guidance and counseling services, namely the need to prepare intervention programs that are directed at strengthening emotional awareness and empathy through individual, group, and socialemotional counseling. Keywords: Self compassion, Compassion, Empathy, BK Students, Guidance and Counseling Abstrak Penelitian ini bertujuan untuk melihat gambaran hubungan tingkat self-compassion dan empati pada mahasiswa tingkat akhir di Universitas Negeri Jakarta (UNJ) dan Universitas Sultan Ageng Tirtayasa (UNTIRTA), serta mengaitkannya dengan urgensi peran layanan Bimbingan dan Konseling di perguruan tinggi. Pendekatan yang digunakan adalah kuantitatif deskriptif, dengan teknik pengambilan sampel menggunakan teknik convenience sampling jumlah responden sebanyak 110 mahasiswa (55 dari UNJ dan 55 dari UNTIRTA). Penelitian ini bertujuan untuk mendapatkan gambaran serta hubungan self compassion dan empati pada mahasiswa BK tingkat akhir. Instrumen yang digunakan adalah skala Self-Compassion Scale (SCS) dan Empathy Assesment Scale (EAS). Hasil penelitian menunjukkan bahwa skor rata-rata selfcompassion pada mahasiswa UNJ dan UNTIRTA adalah 75,64, dengan standar deviasi 7,069, yang menunjukkan tingkat konsep diri yang relatif baik dan stabil di kedua 713 Creative Commons Attribution 4.0 International License perguruan tinggi. Namun, terdapat perbedaan mencolok pada tingkat empati. Mahasiswa UNJ memiliki rata-rata skor EAS sebesar 76,07 dengan rentang yang luas (36–87), sedangkan mahasiswa UNTIRTA memiliki skor rata-rata EAS lebih rendah, yaitu 56,53, dengan rentang lebih sempit (46–61). Sebanyak 86% mahasiswa berada pada kategori empati sedang, 9% rendah, dan hanya 5% yang memiliki empati tinggi. Temuan ini menunjukkan bahwa meskipun mahasiswa tingkat akhir memiliki tingkat penerimaan diri yang cukup baik, kemampuan empatik belum berkembang secara optimal. Hal ini memberikan implikasi penting bagi layanan bimbingan dan konseling, yakni perlunya penyusunan program intervensi yang terarah dalam penguatan kesadaran emosional dan empati melalui konseling individual, kelompok, maupun pelatihan sosial emosional. Kata kunci: Self compassion, Welas diri, Empati, Mahasiswa BK, Bimbingan dan Konseling INTRODUCTION Students are a group of individuals who occupy the level of higher education and are in an important transition period in life development, both intellectually, emotionally, and socially. Anjani et al., (2025) defines that a college student is an individual who is tied to a college, such as an academy, university, or institute. The same thing is explained by Dwi Siswoyo, (2007) which explains that students are individuals who are studying at the university level, both public and private, therefore students are expected to have high intelligence in thinking and acting, independent and able to be responsible for all decisions that have been chosen or in other words students can achieve the maximum level of development in their time. Thus, during this transition period, there are changes that occur in students such as physical, psychological, social, and emotional changes that cause problems in the lives of individuals, especially related to their mental health (Herdiansyah & Nurul Hanifah Puteri, 2023). In addition, Astuti et al., (2022) It also revealed that the problems that arise in students, both academic and non-academic, are supported by other internal factors such as independence and student readiness to overcome the problems they are facing have decreased. Next (Mustafa et al., 2023) also revealed that BK teachers' self-awareness and compassion have also been identified as circumstances that can assist them in training and developing their counseling skills, improving performance, and ultimately influencing the effectiveness of counseling services provided by counselors to learners. Furthermore, in the context of compassion, some previous studies have explained that the sense of compassion that individuals have is associated with fewer negative emotions including depression and anxiety, increased life satisfaction MacBeth & Gumley, (2012); K. Neff, (2003), Increase happiness and optimism (Kristin D Neff et al., 2005; Kristin D. Neff et al., 2007), as well as the use of emotion-focused adaptive coping strategies (Kristin D Neff et al., 2005). In addition, Marshall et al., (2020) It also reveals that the compassion that individuals possess tends to be positively related to cognitive empathy or the ability to understand and connect with the suffering of others. This evidence is in line with the theory of compassion from K. Neff, (2003) which defines compassion as a healthy attitude towards the individual. Even compassion is theorized as "the ability to 714 endure the emotions of suffering feelings with a sense of warmth and "caring" (Kristin D. Neff & McGehee, 2010). In the context of guidance and counseling, empathy is an important element in the success of counseling practices as a whole. Through empathy, counselors can better understand the psychological dynamics and issues faced by counselors in depth (Julius, Nurlatifah, Alfaiz, & Nadya, 2022). The same thing is explained by Narti et al., (2023) That by applying an (...truncated)