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Mahdayu Alzaro
Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Profil Interaksi Parasosial pada Remaja di Panti Asuhan Ikhwanus Shafa Mahdayu Alzaro; Linda Yarni
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Abstract

This study was motivated by the phenomenon of parasocial interaction among adolescents aged 13–18 years at the Ikhwanus Shafa Orphanage, who experience limited personal interaction with caregivers due to the loss of an attachment figure. This study aimed to describe the profile of parasocial interactions among adolescents and identify the social media application most predominantly used in these interactions. The study employed a descriptive qualitative approach, with data collected through observation and interviews involving five adolescents as key informants and one caregiver as a supporting informant. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was assessed through source triangulation. The results showed that the adolescents experienced parasocial interactions, including feeling as though they personally knew their idols, intensively monitoring their idols’ posts to the extent of disrupting study time, becoming emotionally involved in their idols’ happiness and sadness, regarding their idols as role models and imitating their speech and behavior, and feeling directionless when access to their idols was interrupted. TikTok emerged as the most dominant application in the adolescents’ daily lives, facilitating one-way interactions by continuously displaying content on users’ feeds without requiring reciprocal relationships. These findings indicate that the absence of close personal relationships within the orphanage environment encourages adolescents to seek emotional fulfillment through media figures, with TikTok serving as a space for the emergence and development of parasocial interactions among adolescents.
Peran Pendidikan Karakter dalam Pencegahan Perilaku Bullying pada Siswa Sekolah Dasar SDN 37 Kampung Jambu Mahdayu Alzaro; Sri Hartati
TadrisReach: Journal of Educational Service Vol. 1 No. 2 (2025): Juni 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

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Perilaku bullying pada siswa sekolah dasar merupakan permasalahan pendidikan yang berdampak pada perkembangan psikologis dan sosial anak. Pendidikan karakter dipandang sebagai pendekatan strategis dalam mencegah perilaku tersebut sejak dini. Artikel ini bertujuan untuk menganalisis peran pendidikan karakter dalam mencegah perilaku bullying pada siswa di SDN 37 Kampung Jambu. Metode yang digunakan adalah pendekatan kualitatif dengan desain studi kasus yang melibatkan guru, siswa, dan orang tua sebagai subjek penelitian. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan pendidikan karakter yang menekankan nilai empati, saling menghormati, tanggung jawab, dan integritas mampu menurunkan intensitas perilaku bullying di lingkungan sekolah. Selain itu, keterlibatan guru dan orang tua berperan penting dalam membentuk lingkungan belajar yang aman dan kondusif. Penelitian ini merekomendasikan integrasi pendidikan karakter secara sistematis dalam kurikulum sekolah dasar serta kolaborasi seluruh pemangku kepentingan guna menciptakan lingkungan sekolah yang inklusif dan bebas bullying. Bullying behavior among elementary school students is an educational issue that affects children’s psychological and social development. Character education is considered a strategic approach to preventing such behavior from an early age. This article aims to analyze the role of character education in preventing bullying behavior among students at SDN 37 Kampung Jambu. The study employed a qualitative approach using a case study design involving teachers, students, and parents as research participants. Data were collected through observation, interviews, and documentation. The results indicate that the implementation of character education emphasizing values such as empathy, respect, responsibility, and integrity can reduce the incidence of bullying in the school environment. In addition, the involvement of teachers and parents plays an important role in creating a safe and supportive learning environment. This study recommends the systematic integration of character education into the elementary school curriculum and collaboration among all stakeholders to create an inclusive and bullying-free school environment.
Co-Authors Linda Yarni Sri Hartati