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All Journal Jurnal Psikoedukasi dan Konseling TANJAK: Journal of Education and Teaching Jurnal Cendekia Mengabdi Berinovasi dan Berkarya Edcomtech: Jurnal Kajian Teknologi Pendidikan
Dony Darma Sagita
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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SDGs-Based Green Curriculum Design in Secondary Schools: Analysis of Assessment and Needs Mutiara Felicita Amsal; Dony Darma Sagita
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p199-208

Abstract

The integration of sustainability into education has become an urgent need in response to the global environmental crisis. This study aims to analyze teachers’ assessments, identify integration needs, and design a Sustainable Development Goals (SDGs)-based Green Curriculum model for senior high schools in West Sumatra. This study employed a mixed-methods approach with a sequential explanatory design. The research subjects comprised 10 public and private senior high schools, involving 102 teachers and 312 students. Data were collected through questionnaires, interviews, focus group discussions, observations, and document analysis. The findings revealed that teachers’ support for the Green Curriculum was categorized as high (82.1%), whereas students’ achievement was categorized as moderate (58.4%), with the main weakness found in their conceptual understanding of the SDGs, with an average score of 49.8%. The findings indicate a gap between structural support and the internalization of sustainability-oriented learning. The primary needs identified include strengthening authentic assessment, integrating the SDGs into school subjects, improving teachers’ competencies, and enhancing school policy support. This study produced a conceptual model of an SDGs-based Green Curriculum that is integrative, contextual, and transformative. The proposed model contributes to the achievement of SDG 4 and SDG 13 within the context of secondary education in Indonesia.
Penguatan Karakter Disiplin melalui Program Guru Sahabat Siswa Berbasis Pendekatan Disiplin Positif di SD Kota Binjai Sari Wardani Simarmata; Dony Darma Sagita; Anugrah Murtini; Ayubi Cakradiwati; Novi Eka Saputri
Jurnal Cendekia Mengabdi Berinovasi dan Berkarya Vol 4 No 3 (2026): Juni - September (IN PROGRESS)
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/jenaka.v4i3.1629

Abstract

Permasalahan kedisiplinan siswa masih menjadi tantangan yang dihadapi sekolah dasar dalam upaya membentuk karakter peserta didik dan menciptakan lingkungan belajar yang kondusif. Oleh karena itu, diperlukan pendekatan yang lebih humanis melalui penerapan disiplin positif. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat karakter disiplin siswa melalui Program Guru Sahabat Siswa berbasis pendekatan disiplin positif di sekolah dasar Kota Binjai. Kegiatan melibatkan guru dari enam sekolah dasar negeri. Metode pelaksanaan meliputi analisis kebutuhan, sosialisasi konsep disiplin positif, pelatihan guru, pendampingan implementasi program, serta monitoring dan evaluasi. Evaluasi dilakukan menggunakan instrumen pre-test dan post-test untuk mengukur peningkatan pemahaman guru, angket tingkat keyakinan implementasi, angket kepuasan peserta, serta observasi pelaksanaan program di sekolah. Hasil kegiatan menunjukkan adanya peningkatan rata-rata skor pemahaman guru dari 56,8 pada pre-test menjadi 86,7 pada post-test. Selain itu, sebesar 83,3% guru menyatakan yakin dapat mengimplementasikan pendekatan disiplin positif dalam pembelajaran dan pembinaan siswa. Tingkat kepuasan peserta terhadap pelaksanaan program juga tergolong sangat baik dengan skor rata-rata 4,76 dari skala 5,00. Hasil observasi menunjukkan bahwa guru semakin mampu membangun hubungan yang suportif dengan siswa, sementara siswa menunjukkan perilaku yang lebih disiplin, seperti meningkatnya kepatuhan terhadap aturan kelas, ketepatan waktu, tanggung jawab dalam menyelesaikan tugas, dan partisipasi aktif dalam pembelajaran. Program ini juga mendorong perubahan paradigma guru dari pendekatan disiplin yang berorientasi pada hukuman menuju pendekatan yang menekankan komunikasi positif, tanggung jawab, dan kesadaran diri peserta didik. Dengan demikian, Program Guru Sahabat Siswa berbasis pendekatan disiplin positif terbukti memberikan dampak positif dalam meningkatkan kapasitas guru serta mendukung penguatan karakter disiplin siswa dan pengembangan budaya sekolah yang lebih humanis, inklusif, dan berkelanjutan.
Dinamika Interaksi Teman Sebaya: Memahami Dampaknya terhadap Perilaku Bullying Dony Darma Sagita; Sari Wardani Simarmata; uliya Khoirun Nisa; Apri Kasman
Jurnal Psikoedukasi dan Konseling Vol 9, No 1 (2025): Jurnal Psikoedukasi dan Konseling
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpk.v9i1.99732

Abstract

This study examines the relationship between peer interaction and bullying behavior in adolescents, aiming to identify effective strategies to mitigate bullying. Using a quantitative approach, the study employs simple regression analysis to analyze data collected through a Likert scale. The sample comprised 232 adolescents selected through random sampling. Results indicate that peer interaction exerts a significant negative effect on bullying behavior, as evidenced by a regression coefficient of -0.412. This finding suggests that enhancing positive peer interactions may reduce bullying behavior by 0.412 units. The study recommends that schools implement intervention programs fostering cooperation and communication among students and reinforce guidance and counseling services to support adolescents' social and emotional development. In summary, promoting positive peer interactions appears to be an effective approach to reducing bullying behavior among adolescents.
Understanding Subjective Well-Being Among Early Childhood Teachers: School Connectedness and Teaching Efficacy Dony Darma Sagita; Sari Wardani Simarmata; Sri Tatminingsih; Dian Novita; Della Raymena Jovanka
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.2953

Abstract

Teacher subjective well-being is a critical foundation for instructional quality, professional commitment, and the sustainability of early childhood education services. However, empirical evidence on the subjective well-being of kindergarten teachers in Indonesia remains limited, particularly regarding the balance between personal resources and organizational support. This study aimed to describe the level of subjective well-being among kindergarten teachers in South Jakarta based on the dimensions of school connectedness and teaching efficacy. A quantitative descriptive approach with a cross-sectional survey design was employed. The participants were 306 kindergarten teachers selected through purposive sampling. Data were collected using the Teacher Subjective Well-Being Questionnaire and analyzed using descriptive statistics, including mean, standard deviation, frequency, and percentage. The results showed that teachers’ overall subjective well-being was in the high category, with a mean of 3.80 and a standard deviation of 0.46. Teaching efficacy obtained a higher score, with a mean of 3.89 and a standard deviation of 0.49, than school connectedness, which obtained a mean of 3.71 and a standard deviation of 0.54. Based on the category distribution, 52.6% of teachers were in the moderate category, 30.1% were in the high category, and 17.3% were in the low category. These findings indicate that teacher well-being is more strongly supported by confidence in teaching competence than by perceived connectedness to the school environment. Therefore, efforts to enhance teacher well-being should adopt an integrated approach that not only strengthens professional efficacy but also promotes supportive leadership, collaborative school cultures, open communication, and recognition of teachers’ contributions. Such an approach is essential for sustaining the quality of early childhood education.
Co-Authors Anugrah Murtini Apri Kasman Ayubi Cakradiwati Della Raymena Jovanka Dian Novita Mutiara Felicita Amsal Novi Eka Saputri Sari Wardani Simarmata Sari Wardani Simarmata Sri Tatminingsih Uliya Khoirun Nisa