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All Journal Jurnal Pengabdian UNDIKMA CARONG: Jurnal Pendidikan, Sosial dan Humaniora
Shafiana Azra
Universitas Muhammadiyah Aceh
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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From Self-Love to Self-Growth: Empowering Students to Recognize Their Potential at Witthayapanya Matthayom School, Thailand Nur Hasmalawati; Rizka Dara Vonna; Khafidhoh Khafidhoh; Khoiriyah Isni; Sri Nurhayati Selian; Devi Yanti; Hanna Amalia; Siti Farika; Shafiana Azra; Cut Risa Mutia; Iyulen Pebry Zuanny; Barmawi Barmawi; Juli Andriyani; Harri Santoso; Dinda Khairunnisa; Riva Nadia Putri
Jurnal Pengabdian UNDIKMA Vol. 7 No. 1 (2026): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i1.19220

Abstract

This community service program aims to enhance students’ self-awareness and personal development through self-love and self-growth approaches at Witthayapanya Matthayom School, Thailand. The program encourages students to recognize the importance of self-acceptance by identifying their strengths and weaknesses and developing a positive self-concept as a foundation for personal and career development. Students are also guided to foster self-growth through goal setting, self-improvement motivation, and the ability to realistically accept the process of personal change. The program is implemented through the delivery of educational materials and the application of Cognitive Restructuring (CR) techniques within a Cognitive Behavioral Therapy (CBT) framework. Program effectiveness is evaluated using a 10-item questionnaire measuring self-concept, self-love, and self-growth, administered on a 4-point Likert scale and developed through an Item Response Theory (IRT)–based adaptation of the Rosenberg Self-Esteem Scale (RSES). Descriptive statistical analyses, including frequencies, percentages, and means, are used to summarize students’ responses and are complemented by qualitative observations from discussions and reflective activities. The results indicate high levels of student engagement, as evidenced by enthusiasm, active participation, and experience sharing throughout the sessions. These positive responses reflect increased awareness of self-love, contributing to enhanced self-confidence, motivation, and engagement in positive daily activities. Furthermore, the program strengthens students’ self-growth, as demonstrated by increased motivation for self-improvement, clearer future-oriented goals, and a stronger commitment to becoming the best version of themselves. Overall, this education- and CBT-based program is empirically relevant to students’ developmental needs, strengthens self-concept, and supports sustainable personal development for future readiness.
Peran Guru Terhadap Motivasi Belajar Anak Berkebutuhan Khusus Shafiana Azra; Sri Nurhayati Selian
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 2 No. 2 (2025): April-Juni, Sosial Studies
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/n3107619

Abstract

This study discusses in depth the role of teachers in increasing the learning motivation of children with special needs who face various limitations, both physically, intellectually, and emotionally. Low learning motivation in these children is a major problem that can affect the learning process and academic results achieved. The main objective of this study is to determine the extent to which the role of teachers can influence, guide, and arouse children's enthusiasm for learning through an appropriate, humanistic, and individual-oriented approach. This study uses a descriptive qualitative method with data collection techniques in the form of direct observation, in-depth interviews with teachers, and documentation of various learning activities carried out. The subjects in this study were teachers who teach children with special needs at the Bukesra Foundation, an educational institution that specifically handles children with special needs. The results of the study show that teachers not only act as educators, but also as guides, facilitators, and motivators who are able to adjust teaching strategies according to the characteristics and needs of each child. These strategies include an individual approach, educational play methods, giving awards as a form of positive reinforcement, and creating a safe, fun, and empathetic learning atmosphere. This study concluded that active teacher involvement, combined with an empathetic and personal approach, had a significant impact on increasing the overall motivation and learning participation of children with special needs.
Co-Authors Barmawi Barmawi Cut Risa Mutia Devi Yanti Dinda Khairunnisa Hanna Amalia Iyulen Pebry Zuanny Juli Andriyani Khafidhoh Khafidhoh Khoiriyah Isni Nur Hasmalawati Riva Nadia Putri Rizka Dara Vonna Santoso, Harri - Siti Farika Sri Nurhayati Selian