<p align="center"><strong>Abstrak</strong></p><p>Pendidikan karakter di sekolah bagian integral dari program penguatan karakter. Karakter toleransi berfungsi untuk menumbuhkan kompetensi multikultural siswa. Fenomena kasus intoleransi perlu dicegah melalui pengembangan pendidikan karakter di sekolah. Tujuan penelitian untuk menemukan butir-butir pernyataan yang valid dan reliabel pada instrumen skala karakter toleransi. Penelitian ini menggunakan pendekatan <em>mixed methods</em>. Rancangan penelitian menggunakan rancangan <em>transformatif sekuensial</em>. Intrument penelitian ini melalui studi dokumentasi beruapa analisis teks, wawancara, dan survei. Analisis penelitian menggunakan analisis deskriptif kualitatif tentang kajian jurnal dan buku sebagai studi dokumentasi, <em>forum group dicussion</em> penentuan butir-butir pernyataan dan analisis deskriptif kuantitatif dari hasil uji beda untuk mengetahui validitas dan reliabilitas instrumen karakter toleransi. Temuan mengungkap konsep dan operasionalisasi skala karakter toleransi melalui tiga aspek, yaitu (1) aspek kedamaian meliputi indikator  peduli, ketidaktakutan, dan cinta, (2) aspek menghargai perbedaan dan individu meliputi indikator saling menghargai satu sama lain, menghargai perbedaan orang lain, dan menghargai diri sendiri, serta (3) aspek kesadaran meliputi indikator menghargai kebaikan orang lain, terbuka, reseptif, kenyamanan dalam kehidupan, dan kenyamanan dengan orang lain. Skala karakter toleransi memiliki 39 butir pernyataan yang valid. Koefisien reliabilitas skala karakter toleransi adalah 0,777 yang termasuk dalam kategori reliabilitas tinggi. Skala karakter toleransi dapat digunakan untuk mengidentifikasi tingkat karakter toleransi.</p><p><strong>Kata Kunci: </strong><strong>Karakter Toleransi</strong></p><p align="center"><strong><em> </em></strong></p><p align="center"><strong><em>Abstra</em></strong><strong><em>ct</em></strong><em></em></p><p><em>Character education in schools an integral part of the character strengthening programs. Tolerance character serves to foster multicultural competence in students. The phenomenon of intolerance cases should be prevented through the development of character education in schools. The goal of research to find a grain of valid and reliable statements on the instrument scale tolerance character. This research uses mixed methods approach. Design research uses sequential transformative design. Instrument this research through documentation study in form of text analysis, interview, and survey. Research analysis used qualitative descriptive analysis about study of journals and books as documentation studies, and forum group discussion for the determination of statement items and quantitative descriptive analysis from different test results to know validity and reliability of instrument tolerance character. The findings reveal the concept and operationalization of tolerant character scale through three aspects: (1) peace aspects include indicators care, fear, and love, (2) value diversity and individual aspects include indicators respect each other, respect differences of others, and respect ourselves, and (3) awareness aspects include indicators of appreciating the goodness of others, open, receptive, comfort in life, and comfort with others. Tolerance character scale has 39 valid statement items. Tolerance character scale reliability coefficient is 0.777 which was included in category of high reliability. Scale tolerance character can be used to identify the level of tolerance character.</em></p><span lang="EN-US"><strong><em>Keywords: Character Tolerance</em></strong><br /></span>

<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic impacted various lines in the international world, including Indonesia. Pandemic COVID-19 in Indonesia has also changed multiple performances in multiple sectors, one of which is education. The concept of learning from home changes lecturers' paradigm as educators in tertiary institutions applying online learning. This study aims to identify students' perceptions of the implementation of online learning during the COVID-19 pandemic. This study uses a qualitative research approach with the type of phenomenology. The subject of this study was 22 students in Indonesia who experienced the impact of the COVID-19 pandemic. This research instrument uses semi-structured interview guidelines. Students perceive online learning during the COVID-19 pandemic as (1) ineffective learning activities; (2) unpleasant learning activities; (3) limit self-actualization in education; (4) helping to become an independent person in learning; and (5) fun learning activities. Higher Education should create innovative and creative online learning strategies. Thus, students have a high enthusiasm for online learning.</p>

Professional guidance and counseling services are based on a comprehensive guidance and counseling program. Professional counselors were able to implement the program of group guidance based assessment prior to program implementation with four competencies, (1) personality, (2) paedagogy, (3) social, and ( 4) professional. This article discusses the effectiveness of group guidance services through folklore. The fundamental goal of folklore as a medium of group guidance services is the history of the past can foster National Character. The research approach uses literature study. The analysis through descriptive analysis. The findings show that process of group guidance services through the opening stage, intermediate, core activities, and termination. Folklore as the primary basis of group guidance services carried out on the core activities. Folklore presented by the counselor as a group leader and discussed by members with leader of the group to develop a National Character. Folklore in the process of group counseling is effective in order to grow a national character that corresponds to the origin of the formation of the Nation.

The present study aimed at identifying the level of aggressive behavior in students, formulating hypothetical drafts of products, and develop self-regulation of emotion module for reducing students' aggressive behavior. This study adapted the research and development of Gall, Borg & Gall, which in the development procedure was limited to three stages, namely (1) identification of students' aggressive behavior; (2) the formulation of hypothetical draft of self-regulation of emotion module; and (3) Product feasibility test which was carried out by expert and practitioner. The data were analyzed using quantitative descriptive analysis. The study was conducted in Junior high schools in the Special Region of Yogyakarta. The result of the study showed that the self-regulation of emotion module was developed by including the components of selfregulation of emotion, namely receiving, evaluating, triggering, searching, formulating, implementing, and assessing. Besides, the self-regulation of emotion module is categorized as feasible to be implemented by the counselor to support the counselor's program in reducing students' aggressive behavior.

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Resilience is a skill ability, knowledge, or insight that acts as an individual effort to overcome difficulties and to face future challenges. This study seeks to explain several factors that affect individual resilience. The method used in this study is literature study. Data were analyzed using descriptive analysis. By knowing the factors that affect the resilience, this study hopes that a counseling teacher can help the students develop their resilience.

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The problem of aggressive behavior is continuously more developing in form and intensity. The impact felt by victims and perpetrators of aggressive behavior is also more and more complex. One way to reduce aggressive behavior is to train students in self-regulation of emotion, for which in this study, the exercises are done with the help of modules. The purpose of this study is to determine the effectiveness of the self-regulation of emotion modules to reduce aggressive behavior. This study uses a quasi-experimental type with a nonequivalent control group design. The instrument used in this study was a scale of aggressive behavior. The data analysis technique used is the independent sample t-test. The results of the study concluded that there was a significant difference in the aggressive behavior of students, who reduced trough self-regulation of emotion module interventions from students who reduced traditional counseling interventions. The aggressive behavior of students, who reduced the self-regulation of emotion module intervention was lower than the aggressive behavior of students who reduced traditional counseling interventions.