Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Provitae: Jurnal Psikologi Pendidikan DedikasiMU: Journal of Community Service
Josephine Jolivina
Unknown Affiliation
Religion Humanities Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
PENERAPAN SENSORY CIRCUIT DAN PENGARUHNYA TERHADAP REGULASI EMOSI PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH X Josephine Jolivina; Monika
DedikasiMU : Journal of Community Service Vol. 7 No. 4 (2025): Desember
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/dedikasimu.v7i4.10830

Abstract

Anak berkebutuhan khusus (ABK) sering menghadapi tantangan dalam mengatur emosi mereka, yang berdampak pada proses belajar dan interaksi sosial di sekolah. Penelitian ini bertujuan untuk mengeksplorasi penerapan Sensory Circuit (SC) sebagai intervensi berbasis sensori dan meninjau pengaruhnya terhadap regulasi emosi peserta didik berkebutuhan khusus di sekolah inklusi. Penelitian dilakukan di salah satu sekolah inklusi di Jakarta selama empat bulan, bertepatan dengan masa magang penulis. Metode yang digunakan meliputi observasi, studi literatur, penyusunan buku saku panduan SC, serta evaluasi melalui wawancara dengan dua guru pendamping yang telah menerapkan SC selama satu bulan. Hasil penelitian menunjukkan bahwa SC memiliki potensi membantu anak menyiapkan diri secara emosional dan sensoris sebelum belajar, terutama dalam meningkatkan fokus, ketenangan, dan kesiapan menghadapi aktivitas akademik. Efektivitas SC bervariasi antar individu dan dipengaruhi oleh karakteristik anak, waktu pelaksanaan, serta kemampuan guru dalam menyesuaikan kegiatan dengan kebutuhan peserta didik. SC dinilai paling optimal bila diterapkan secara konsisten dan terintegrasi dalam program pembelajaran serta intervensi lain di lingkungan sekolah inklusi.
PENGARUH EMPATI TERHADAP SIKAP GURU MENGENAI PENDIDIKAN INKLUSIF DENGAN SELF-EFFICACY SEBAGAI MEDIATOR Josephine Jolivina; Monika Monika
Provitae: Jurnal Psikologi Pendidikan Vol. 19 No. 2 (2026): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v19i2.39091

Abstract

Inclusive education serves as an essential pillar in ensuring equitable access to learning for all students, including those with special needs. The success of its implementation is strongly influenced by teachers’ psychological readiness, particularly their empathy and self-efficacy in managing student diversity. This study aims to examine the effect of empathy on teachers’ attitudes toward inclusive education and to evaluate the role of teacher self-efficacy as a mediator. A non-experimental quantitative design was employed, involving 91 in-service teachers from both inclusive schools and regular schools that admit students with special needs. The instruments used were the Interpersonal Reactivity Index (IRI), the Teacher Efficacy for Inclusive Practice (TEIP), and the Multidimensional Attitudes toward Inclusive Education Scale (MATIES). Data were analyzed using MedMod in JAMOVI with 5000 bootstrap resamples. The findings indicate that empathy does not significantly influence self-efficacy (p = 0.071) nor directly affect teachers’ attitudes (p = 0.082), although the total effect of empathy on attitudes was significant (p = 0.010). Teacher self-efficacy significantly predicted attitudes toward inclusive education (p < .001), yet it did not function as a mediator between empathy and attitudes (p = 0.090). Additional results show that self-efficacy has a stronger predictive contribution to attitudes (R² = 0.320) compared to empathy (R² = 0.058), and teachers who had participated in inclusive training or certification demonstrated more positive self-efficacy and attitudes than those without such training. These findings emphasize the importance of strengthening teacher self-efficacy through formal training and institutional support to foster more positive attitudes toward inclusive education.
Co-Authors Monika Monika Monika