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All Journal Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah TOFEDU: The Future of Education Journal Advances In Education Journal
Nurfarida Deliani
Universitas Islam Negeri Imam Bonjol
Education Languange, Linguistic, Communication & Media Mathematics Other

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Peran  Guru Bimbingan Konseling Terhadap Psikologi Agama Dalam Mengatasi Cyberbullying dan Isolasi Sosial di Kalangan Siswa Alek Sander; Juliana Batubara; Nurfarida Deliani
Advances In Education Journal Vol. 2 No. 3 (2025): Advances In Education Journal (Desember)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Perkembangan teknologi digital telah membawa dampak ganda dalam kehidupan remaja, termasuk munculnya fenomena cyberbullying dan isolasi sosial yang berpotensi mengganggu kesehatan mental dan perkembangan psikososial siswa. Penelitian ini bertujuan untuk mengkaji peran guru bimbingan dan konseling (BK) dalam perspektif psikologis untuk mencegah dan menangani kedua masalah tersebut di lingkungan sekolah. Hasil penelitian, Pertama, cyberbullying yang dialami Aliny berdampak langsung terhadap kondisi psikologis dan sosialnya, antara lain rendah diri, kecemasan, ketakutan berinteraksi, dan penurunan motivasi belajar. Bentuk perundungan digital yang dilakukan melalui WhatsApp dan interaksi verbal menunjukkan rendahnya literasi digital siswa. Kedua, Guru BK berperan penting dalam asesmen dan penanganan kasus cyberbullying, melalui konseling individu, mediasi dengan pelaku, pembinaan kelas, hingga kolaborasi dengan orang tua. Ketiga, Strategi Guru BK dalam mengatasi isolasi sosial terbukti efektif, seperti bimbingan kelompok, penguatan motivasi belajar, pendekatan teman sebaya, dan monitoring berkala. Strategi ini membantu memperbaiki kondisi emosional, kemampuan sosial, serta kinerja akademik Aliny
ASPEK PSIKOLOGIS PESERTA DIDIK: KEBERAGAMAN DAN PENGARUHNYA PADA PEMBELAJARAN Jihan Amelia Putri; Nurfarida Deliani; Juliana Batubara
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/f8yt4172

Abstract

The diversity of psychological aspects of students, such as intelligence, emotions, creativity, motivation, attention, memory, language, talent, personality, and learning styles, plays a very significant role in the learning process. This article aims to comprehensively examine how these various psychological aspects influence the dynamics of learning and the final results achieved by students. Through a qualitative research approach with a literature study, this research systematically identifies the various psychological characteristics that cause differences in learning styles, patterns of interaction in the classroom, and responses to various teaching methods applied by teachers. The results of the study show that a deep understanding of these psychological diversities can help educators develop learning strategies that are more adaptive, effective, and tailored to the individual needs of students. Thus, these strategies can increase activity, motivation, and overall learning achievement. In addition, this article emphasizes the importance of applying individual and differentiated approaches in the learning process. Learning planning to optimally accommodate the unique needs of each student. This approach not only helps meet the unique needs of students, but also creates an inclusive, supportive, and conducive learning environment for balanced psychological well-being. The practical implications of these findings are directed at balancing learning models that are responsive to psychological aspects, which in turn can improve the quality of interaction between teachers and students and improve educational outcomes in a holistic, sustainable manner that has a positive impact on the overall development of students
The Behaviorist Learning Theory from an Islamic Psychopedagogical Perspective and Its Implications for Modern Learning Hafidz Ardi; Juliana Batubara; Nurfarida Deliani
The Future of Education Journal Vol 4 No 9 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1261

Abstract

This article explores the behavioristic learning theory from psychological, pedagogical, and Islamic perspectives. The study aims to analyze the fundamental concepts of behaviorism, including stimulus-response mechanisms, reinforcement, and habit formation, and to identify their relevance in contemporary education. Using a qualitative descriptive approach, this article synthesizes the views of major behaviorist theorists such as Pavlov, Skinner, and Thorndike, along with Islamic perspectives on human potential and learning ethics. The findings show that behaviorism remains relevant in modern education, especially in structured learning, skill habituation, adaptive technology, and behavioral therapy. However, this theory needs to be integrated with cognitive, constructive, and spiritual dimensions to form a holistic learning framework-especially within Islamic education that emphasizes moral development and internal awareness.
The Analysis of Learning Outcome Assessment from an Islamic Psychopedagogical Perspective and Its Implementation in Contemporary Education Sherli Dwi Andri Saputri; Juliana Batubara; Nurfarida Deliani
The Future of Education Journal Vol 4 No 9 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1263

Abstract

This article examines the concept of learning assessment from the perspective of Islamic psychopedagogy and its relevance to contemporary education. Using a qualitative library research method, this study analyzes theories from educational experts and Quranic foundations related to assessment principles, including validity, reliability, objectivity, practicality, and usability. The results show that learning assessment functions not only as a measurement tool for cognitive achievement but also as a means of fostering affective and psychomotor development. Islamic principles emphasize fairness, proportionality, accountability, and appreciation for effort, which align with modern assessment approaches such as authentic assessment and competency-based evaluation. Current issues including imbalance between formative and summative assessment, the challenge of assessing character, and the integration of digital technology are also discussed. This study concludes that holistic assessment-integrating pedagogical theory and Islamic values—is essential to developing an equitable and meaningful learning process.
Co-Authors Alek Sander Hafidz Ardi Jihan Amelia Putri Juliana Batubara Sherli Dwi Andri Saputri