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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Journal On Teacher Education (Jote)
Kurnia, Edo
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Komunikasi Persuasif dan Propaganda: Perspektif Psikologi dalam Komunikasi Sosial Kurnia, Edo; S, Neviyarni
Journal on Teacher Education Vol. 6 No. 3 (2025): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v6i3.40553

Abstract

Penelitian ini bertujuan untuk menganalisis proses persuasi dan propaganda dalam psikologi sosial serta faktor-faktor yang mempengaruhi efektivitas pesan. Persuasi melibatkan perubahan sikap dan perilaku melalui jalur sentral, yang mengandalkan analisis kritis, atau jalur periferal, yang memanfaatkan daya tarik emosional dan isyarat komunikator. Sebaliknya, propaganda sering menggunakan teknik manipulatif, seperti pengulangan, eksploitasi emosi, dan kontrol informasi. Penelitian ini dilakukan melalui kajian literatur yang menyoroti teori dan temuan empiris dalam komunikasi massa, termasuk periklanan, kampanye politik, dan media sosial. Hasil kajian menunjukkan bahwa pesan persuasif yang disesuaikan dengan proses kognitif audiens menghasilkan perubahan sikap yang lebih stabil, sedangkan propaganda cenderung menghindari pemikiran kritis. Studi ini menggarisbawahi pentingnya literasi komunikasi untuk mengenali manipulasi pesan dan mempromosikan strategi komunikasi yang lebih etis dan efektif dalam konteks sosial modern.
Effectiveness of School-Based Interventions for Students with ADHD: A Systematic Review Kurnia, Edo; Muluk, Marlina
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 12, No 2 (2025): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v12i22025p%p

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects children’s and adolescents’ ability to maintain attention, regulate impulses, and control hyperactivity, often resulting in academic underachievement and behavioral difficulties in classroom settings. This systematic review synthesizes empirical evidence on school-based interventions for students with ADHD using PRISMA guidelines and the STAR framework. A comprehensive search was conducted across Scopus, ScienceDirect, Web of Science, and Google Scholar for publications between 2015 and 2025. Ten studies met the inclusion criteria, comprising randomized controlled trials, quasi-experimental designs, single-case studies, and meta-analyses. Data were analyzed using a structured narrative synthesis and effect size comparison where available. The findings show that behavioral, academic, and multimodal interventions consistently improve attention, reduce disruptive behavior, and enhance academic outcomes, with reported effect sizes ranging from d = 0.20 to 3.61. Successful implementation was strongly associated with structured teacher training and parental collaboration, while major barriers included limited time and insufficient institutional support. The review highlights the need for sustainable school-based intervention models supported by capacity building and technology-enhanced delivery. School-based interventions therefore represent a promising pathway to support improved learning and behavioral functioning among students with ADHD
Co-Authors Muluk, Marlina Neviyarni, Neviyarni