Abstract—Character education is also an important thing to be developed by school counsellors. The humility is one of necessary character that based others virtue. The student’s problems who have low humility tend to have difficulty accepting criticism/information from others, arrogance, sadism, selfishness, and bullying behavior. During the Covid-19 pandemic, the learning system used the internet, including counselling services. This study aims to test an effective approach in increasing the character of humility between mindfulness-based cognitive or solution-focused approach. The group counseling design used is the synchronous for the counselling process and asynchronous to complete the worksheet. This experimental study involved 24 students in each group of 8 students aged 14-17 years. This participant of research is limited. The scale used to measure humility is Elliot's theory of adaptation which is designed using a Likert-scale. There are four aspects, namely openness, self-forgetfulness, accurate self-assessment, and focus on other things with a total of 32 items. The reliability humility scale is 0.901, and CAMM α = 0.790. These results indicate no significant difference in MBCT-SFBT in increasing humility, whereas MBCT-control & SFBT-control have a significant difference. That is, the mindfulness group had an increase in the mean between pretest-posttest and follow-up. This study found that character enhancement can use mindfulness-based cognitive and solution-focused approach. Both of them have the characteristics of character strengths and applicable by school counsellors. This study has few subjects so that the research subjects in further research are to increase the number of studies and make online and non-online comparisons. Index Terms—Online counselling, humility, mindfulness-based cognitive, solution-focused. I. INTRODUCTION Mindfulness research is a popular research topic in Indonesia, but it is still not widely applied in educational or non-clinical settings. According to Panteleno & Sisti, mindfulness is the root of Buddhism and is often defined as the ability to be aware and mindful at this time (in Vernon & Doyle) [1]. It is not only a practice, but it is interpreted as a condition, nature, process and result (Singh et al.) [2]. Wallin [3] also explains that mindfulness is also understood as a developmental process for understanding self and other people's behaviour in terms of individual thoughts, feelings Manuscript received December 28, 2020; revised June 14, 2021. This work was supported in part by Indonesia Endowment Fund for Education. The authors are with Universitas Negeri Semarang, Indonesia (e-mail: rohmatusnaini@students.unnes.ac.id, mulawarman@mail.unnes.ac.id, mungineddy@mail.unnes.ac.id). and desires which can affect cognitive regulation and flexibility. Mindfulness practice also develops interpersonal aspects related to relationships with interactions with other people that intrapersonal aspects such as well-being, association functions in the brain such as self-insight, morals and intuition (Davis & Hayes) [4]. One mindfulness in intervention model is mindfulness-based cognitive therapy, abbreviated as MBCT (Segal, Teasdale & Williams) [5] where the praxis focuses on the concepts of acceptance, letting go, patience and openness which are also related to strength. The characteristics such as self-regulation and decision making. This intervention is often used in clinical settings, so that the setting in schools is still minimal. Researchers want to test MBCT with an online group counselling design to improve students' humility. The concept of humility is in line with the concept of MBCT where individuals learn to regulate attention and elaborate on awareness of experience and acceptance (Bishop, et al.,) [6] which are related to aspects of humility Elliot [7], namely openness; open to new ideas, able to accept suggestions from others and understand their weaknesses and strengths and focus on others. Individuals who have humility will try to let go and move on, to become humble individuals. Apart from testing MBCT for humility, a solution-focused approach was also examined in this study. A solution-focused approach defines individuals as having the ability to succeed in overcoming difficulties, but it is just that they cannot solve problems due to loss of trust, loss of direction and loss of sources of consciousness (Peterson & Seligman) [8]. Solution-focused on the meaning of a problematic individual is a belief that unhappiness or welfare comes from him, for example, by labelling their self instead of constructing one's strength or ability as a basis for problem-solving (Mulawarman) [9]. This intervention model is more on a conversation based on the client's strength (Terni) [10]. According to Wong [11] that solution-focused therapy emphasizes the strength of character by exploring it so that new meanings emerge based on subjective experiences by clients. Because the solution-focused approach emphasizes client strengths and resilience (De Shazer in Corey) [12], so that in assuming a solution-focused approach following with the characteristics of humility. Kim et al. [13] stated that a solution-focused approach is an alternative school program providing appropriate and effective services in dealing with adolescent problems. Humility is one of the sub-factors of personality in the HEXACO model 6, which is also part of developt character strength (Saricam et al.,) [14]. Some attributes related to Online Group Counseling with Mindfulness-Based Cognitive and Solution-Focused Approach for Enhancing Students’ Humility Rohmatus Naini, Mulawarman Mulawarman, and Mungin Eddy Wibowo International Journal of Information and Education Technology, Vol. 11, No. 11, November 2021 561 doi: 10.18178/ijiet.2021.11.11.1565