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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Raja Oloan Tumanggor
Fakultas Psikologi Universitas Tarumanagara
Education

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PSIKOEDUKASI MENINGKATKAN ACADEMIC ENGAGEMENT SISWA Raja Oloan Tumanggor; Ekklesia Eunike Lase
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13543

Abstract

Education is one of the most important aspects in every individual's life, because through education every individual has the opportunity to gain extensive knowledge and important skills. Academic engagement is one of the things that plays an important role in the world of education, because it can support academic success. This psychoeducation with the theme of academic engagement was held at SMPN 23 Tangerang and attended by 32 students of class 9E. The purpose of this psychoeducation is to help make grade 9E students aware of the importance of building academic engagement. In this psychoeducation activity, the researcher can draw several conclusions, namely, all students of grade 9E SMPN 23 Tangerang are more aware of the importance of academic engagement for academic success and train themselves to be more prepared to face academic and non-academic challenges. Then, most students also already know the factors that hinder students in building and improving academic engagement, as well as the efforts that must be made to win from these obstacles.
PSIKOEDUKASI KRITIS TERHADAP LINGKUNGAN SOSIAL Raja Oloan Tumanggor; Okta Febri Lestari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13545

Abstract

The problem of low critical attitudes and social awareness among high school students has become a particular challenge in shaping the character of young generations who are able to play an active role in society. Students are often less sensitive to social issues in their surrounding environment and are not yet trained to analyze situations critically and take appropriate actions. Therefore, this training program was designed to develop critical thinking and social awareness among high school students through a structured and interactive approach. The training aims to improve students’ critical thinking skills and social sensitivity toward various situations within the school and community environment. The methods used include short lectures to provide basic understanding, question-and-answer sessions to deepen the material, and role-play activities designed to train empathy, communication, and direct analysis of social situations. Students became more capable of identifying social problems, showing empathy, and making appropriate decisions in various situations. Thus, this training proved effective in building students’ character to become critical and socially aware individuals within their social environment.
PENGGUNAAN TEKNOLOGI SECARA BIJAK DAN BERTANGGUNGJAWAB Raja Oloan Tumanggor; Anastasya Dumyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13581

Abstract

The increasingly widespread use of information technology among high school students brings both positive impacts and challenges, particularly regarding awareness of the importance of using technology wisely and responsibly. This problem stems from the high risk of technology misuse, which can impact students' mental, social, and academic health. Therefore, the purpose of this psychoeducation program is to raise high school students' awareness of the importance of using information technology wisely and responsibly, as well as to develop a critical attitude toward its potential negative impacts. The psychoeducation method includes several stages: a lecture to provide a basic understanding of healthy technology use, a question-and-answer session to clarify and deepen the material. Additionally, an experience-sharing session was conducted, allowing students to share stories and strategies for addressing the challenges of everyday technology use. The results of the psychoeducation program showed a significant increase in students' understanding and awareness of the importance of wise and responsible use of information technology. Students became better able to recognize the risks of technology misuse and demonstrated a commitment to applying the principles of healthy use in their daily lives. Thus, this psychoeducation is effective in shaping students' positive attitudes and adaptive behavior toward information technology, supporting better personal and social development.
Co-Authors Anastasya Dumyanti Ekklesia Eunike Lase Okta Febri Lestari