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All Journal Journal of Educational, Health and Community Psychology Journal of Exploratory Dynamic Problems
Siti Hardianti
Universitas Pendidikan Muhammadiyah Sorong
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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Determinants of School Well-Being Among Students in 3T Areas of Sorong Regency: A Mixed-Methods Study Amalia Muthmainnah Lundeto; Adinda Shofia; Siti Hardianti; Dewi Fortuna Septiantika
Journal of Educational, Health and Community Psychology VOL 15 NO 2 JUNE 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.31810

Abstract

This study examined school well-being and its protective and risk factors among senior high school students in underdeveloped, frontier, and outermost (3T) schools in Sorong Regency. Using a sequential explanatory mixed-methods design, the quantitative phase involved 413 students from 15 schools and was analyzed using descriptive statistics and confirmatory factor analysis. The instrument was adapted from Konu and Rimpelä’s school well-being framework, comprising four dimensions: having, loving, being, and health. Of the initial 24 items, 14 were retained after construct validity testing. The qualitative phase involved interviews with students, teachers, parents, and representatives of the local education office, and the data were analyzed thematically. The quantitative findings indicated that students’ school well-being was at a moderate level, with the greatest challenges observed in the health and having dimensions. The qualitative findings revealed four major themes: deprivation and access barriers in the having dimension; social connectedness in the loving dimension; stagnation and contextual adaptation in the being dimension; and vulnerability and limited health support in the health dimension. The main protective factors included social support, positive teacher–student relationships, and students’ adaptive capacity, whereas the major risk factors were limited facilities, restricted access, less engaging instructional methods, and limited opportunities for self-development. These findings highlight the need for holistic interventions that address both physical and psychosocial conditions to improve school well-being among students in 3T schools.
Implementasi Metode Bercerita Terhadap Kemampuan Berbicara Pada Anak Usia 5-6 Tahun di TK Syalom Klamalu SP 1 Kabupaten Sorong Merlin Iek; Yolan Marjuk; Siti Hardianti
Journal of Exploratory Dynamic Problems Vol. 3 No. 1 (2026): Vol.3 No.1 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edp.v3i1.191

Abstract

Kemampuan berbicara merupakan salah satu aspek perkembangan bahasa yang penting pada anak usia dini karena menjadi dasar dalam berkomunikasi, menyampaikan gagasan, mengungkapkan perasaan, dan membangun interaksi sosial. Namun, dalam proses pembelajaran masih ditemukan anak yang kurang berani berbicara, memiliki keterbatasan kosakata, serta mengalami kesulitan dalam menyampaikan gagasan secara runtut dan jelas. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berbicara anak melalui penerapan metode bercerita menggunakan media boneka tangan di TK Syalom Klamalu SP 1 Kabupaten Sorong. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian anak kelompok B. Teknik pengumpulan data dilakukan melalui observasi, wawancara semi terstruktur, dan dokumentasi. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan metode bercerita menggunakan media boneka tangan dapat mengembangkan kemampuan berbicara anak. Hal tersebut terlihat dalam keberanian anak berbicara, kelancaran mengungkapkan pendapat, ketepatan pengucapan, penguasaan kosakata, serta kemampuan menyusun kalimat secara runtut dan mudah dipahami. Anak juga menunjukkan antusiasme, kreativitas, dan kepercayaan diri yang lebih baik selama kegiatan pembelajaran. Oleh karena itu, metode bercerita menggunakan media boneka tangan dapat digunakan sebagai strategi pembelajaran bahasa yang menarik, interaktif, dan menyenangkan untuk mendukung perkembangan kemampuan berbicara anak usia dini.
Penerapan Kegiatan Cerita Rakyat Dalam Mengembangkan Kemampuan Menyimak Anak Kelompok B1 Di TKIT Mutiara Insan Kabupaten Sorong Rusniati Hingaro; Siti Hardianti; Nur Imam Mahdi
Journal of Exploratory Dynamic Problems Vol. 3 No. 1 (2026): Vol.3 No.1 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edp.v3i1.217

Abstract

This study aimed to describe the process and results of implementing folklore activities to develop listening skills in children aged 5–6 years. The study used a qualitative descriptive approach involving seven children who experienced difficulties in attention, comprehension, and responding to information. Data were collected through observation, interviews, and documentation over eight sessions using four folklore stories. The results showed that folklore activities could develop children’s listening skills. The children became more focused in listening to the stories, were able to understand the story content, identify characters and simple messages, and respond through appropriate answers, opinions, and expressions. Therefore, folklore activities can serve as an interesting and enjoyable learning activity to develop listening skills in early childhood.
Co-Authors Adinda Shofia Amalia Muthmainnah Lundeto Dewi Fortuna Septiantika Merlin Iek Nur Imam Mahdi Rusniati Hingaro Yolan Marjuk