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All Journal Nunchi : Islamic Parenting Journal International Journal of Educational Narratives
Maulida Shanti Yusuf
Universitas Syiah Kuala
Religion Education Environmental Science Physics Social Sciences

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REFLEKSI REMAJA AKHIR TERHADAP PENGALAMAN MASA KANAK-KANAK AKHIR USIA 6–12 TAHUN DALAM TAHAP PERKEMBANGAN INDUSTRI VS INFERIORITAS Maulida Shanti Yusuf; Zhilla Rahim; Dewi Yunisari; Dina Amalia
Nunchi : Islamic Parenting Journal Vol 4, No 1 (2026): Nunchi: Islamic Parenting Journal
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ipj.v4i1.25867

Abstract

Penelitian ini bertujuan untuk menggali refleksi enam remaja akhir (usia 18–19 tahun) terhadap pengalaman masa kanak-kanak akhir mereka (usia 6–12 tahun), dalam konteks tahap perkembangan psikososial Industry vs. Inferiority menurut teori Erik Erikson. Menggunakan pendekatan kualitatif dengan metode wawancara mendalam, penelitian ini mengungkap bahwa pengalaman mendapatkan dukungan, pengakuan, serta pencapaian pada masa kanak-kanak memiliki keterkaitan yang erat dengan tingkat kepercayaan diri dan persepsi terhadap kompetensi pribadi di akhir masa remaja. Sebaliknya, pengalaman kegagalan yang berulang serta kritik tanpa dukungan konstruktif berkontribusi pada terbentuknya rasa rendah diri yang terus memengaruhi pandangan individu terhadap diri mereka sendiri. Temuan ini menyoroti pentingnya peran lingkungan, termasuk orang tua, guru, dan teman sebaya, dalam membentuk konsep diri dan rasa kompetensi sejak usia dini. Lingkungan yang suportif dapat menumbuhkan rasa percaya diri dan mendorong perkembangan psikologis yang sehat, sementara lingkungan yang kurang mendukung berpotensi membentuk pola ketidakpercayaan diri yang persisten. Meski demikian, dukungan sosial yang hadir di kemudian hari dapat berperan sebagai faktor protektif yang membantu memulihkan dan memperkuat kembali rasa percaya diri individu.
Storytelling Therapy in schools: Supporting Emotional Well-Being through Narative Practices Maulida Shanti Yusuf; Rania Khatib; Nasser Qudah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2937

Abstract

Background. Emotional well-being has emerged as a central concern in contemporary school contexts, as students increasingly encounter psychological, social, and academic pressures that affect learning and development. While schools have adopted various social-emotional learning initiatives, therapeutic approaches grounded in narrative meaning-making remain underutilized. Purpose. The primary aim of this study is to examine how storytelling therapy implemented in school settings supports students’ emotional well-being through narrative practices. Method. This research employed a qualitative descriptive design with a narrative-oriented approach. Participants included students and educators selected through purposive sampling in schools implementing storytelling-based activities. Results. Findings indicate that storytelling therapy enhances emotional expression, emotional regulation, peer interaction, and self-confidence among students. Sustained narrative participation fostered gradual emotional openness and strengthened social bonds within classrooms. Case-based analysis illustrated individual emotional transformation through symbolic storytelling and narrative reframing of personal challenges. Conclusion. The study concludes that storytelling therapy is an effective school-based approach for promoting emotional well-being through narrative meaning-making.
Co-Authors Dewi Yunisari Dina Amalia Nasser Qudah Rania Khatib Zhilla Rahim