Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran
Muhammad Irsyad Fahlevi, Irma Indriani Aisyah, Ravizal, Sifa Dewi Lestari, Nail Ma'aly Wiam, Zaid Halim Nur Rahmat, Radja Fatra Hilal, Muhammad Kholil Alghoffaar, Muhammad Faiz Izzudin Ihsan
Universitas Islam Depok
Education Mathematics Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
PENDEKATAN PERSONAL DALAM MENDUKUNG KETERBUKAAN SOSIAL SISWA YANG CENDERUNG TERTUTUP DI KELAS: STUDI DESKRIPTIF PADA SISWA SMK AL MUHTADIN (STUDI DESKRIPTIF PADA SISWA SMK AL MUHTADIN) Amsori; Muhammad Irsyad Fahlevi, Irma Indriani Aisyah, Ravizal, Sifa Dewi Lestari, Nail Ma'aly Wiam, Za
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 4 No. 2 (2026): ENTINAS
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22700846

Abstract

This study aims to describe the approach process undertaken to support the social openness of two female students who, at the beginning of the field teaching practice (PPL) period, showed reserved tendencies and limited interaction in a class at SMK Al Muhtadin. The study used a descriptive qualitative approach through observation over approximately four weeks of the PPL period, informal conversation, and documentation of students' writing. In the early stage, the two students mostly stayed together at their desk and focused on drawing activities, giving brief responses when invited to interact. The approach was carried out gradually by building a sense of safety, trust, and comfort without forcing the students to open up immediately. One development observed occurred when one of the students took the initiative to approach the researcher to convey a difficulty in completing an assignment. In the following conversation, the student also began to share personal experiences that had not previously been disclosed. At the end of the PPL period, both students gave letters indicating that the attention and support they received were meaningful to them. These findings show that social openness can develop gradually when students are given a safe, consistent, and non-judgmental space for interaction.
Co-Authors Amsori