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All Journal Jurnal Bimbingan dan Konseling Terapan Jurnal Ilmiah Mandala Education (JIME) Jurnal Ilmiah Profesi Pendidikan Al-Ittizaan : Jurnal Bimbingan Konseling Islam Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan INTELEKTIVA INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pendidikan Ekonomi International Journal of Teaching and Learning (INJOTEL) International Journal of Social and Education (INJOSEDU) Indonesian Journal of Education (INJOE)
CYNTHIA PETRA HAUMAHU
Program Studi Bimbingan Konseling, Universitas Pattimura
Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Studi Kasus Kualitatif tentang Makna Penerimaan Diri Remaja Broken Home yang Mengalami Kehamilan di Luar Perkawinan Haumahu, Cynthia Petra; Korlefura, Criezta; Fitriana, Eva
Al-Ittizaan: Jurnal Bimbingan Konseling Islam Vol 8, No 2 (2025): Al-Ittizaan: Jurnal Bimbingan Konseling Islam
Publisher : Fakultas Dakwah dan Komunikasi Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ittizaan.v8i2.38517

Abstract

Kehamilan pranikah pada remaja dari keluarga broken home merupakan fenomena yang kompleks dan sarat dengan dinamika psikologis. Kondisi keluarga yang tidak harmonis memperburuk kerentanan emosional remaja dan memengaruhi proses penerimaan diri mereka. Penelitian ini bertujuan mengungkap makna penerimaan diri pada remaja perempuan yang mengalami kehamilan di luar perkawinan dalam konteks keluarga broken home. Pendekatan kualitatif dengan metode studi kasus digunakan untuk menggali pengalaman subjektif secara mendalam. Sebanyak 20 informan dipilih melalui proses penyaringan bertahap dari 100 remaja di Kecamatan Sirimau, Kota Ambon. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis secara tematik menggunakan NVivo. Hasil penelitian menunjukkan bahwa proses penerimaan diri berkembang melalui beberapa fase utama, dimulai dari reaksi emosional negatif yang intens seperti panik, syok, takut, dan malu, disusul dengan upaya memahami keadaan melalui pencarian informasi dan dukungan sosial. Strategi regulasi emosi internal seperti menenangkan diri, menulis, atau menarik diri muncul sebagai respons awal untuk menghadapi kecemasan di tengah konflik keluarga. Seiring waktu, penerimaan diri terbentuk melalui dukungan dari figur aman, terutama ibu, serta jejaring sosial alternatif seperti teman, guru BK, dan komunitas religius. Penerimaan diri ini pada akhirnya menghasilkan peningkatan ketahanan emosional, pengurangan self-blame, dan kemunculan perspektif positif terhadap masa depan. Penelitian ini menegaskan bahwa penerimaan diri remaja hamil tidak hanya merupakan proses psikologis individual, tetapi sangat dipengaruhi konteks relasional dan dukungan sosial yang tersedia. Temuan ini memberikan implikasi penting bagi konselor, pekerja sosial, dan lembaga pendidikan untuk merancang intervensi yang lebih empatik, berfokus pada penguatan dukungan emosional, dan sensitif terhadap kondisi keluarga remaja.
THE INFLUENCE OF FAMILY ENVIRONMENT ON CHILDREN'S ACADEMIC ACHIEVEMENT Mudzakir Mudzakir; Cynthia Petra Haumahu; Sunanto Sunanto; Al-Amin
INJOSEDU: International Journal of Social and Education Vol. 2 No. 2 (2025): FEBRUARY
Publisher : Adisam Publisher

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Abstract

This study aims to analyze the relationship between family environment and children's academic achievement through literature analysis method. The results showed that there is a significant relationship between a supportive family environment and children's academic achievement. Emotional support, characterized by recognition of children's efforts, confidence building, and providing a safe space for learning, plays an important role in children's academic motivation. In addition, parents' active involvement in education - including checking homework, attending school meetings and providing learning resources at home - plays a role in improving academic achievement. A conducive learning environment at home, filled with reading materials, clear expectations about education and structured study habits, also supports children's cognitive development and academic achievement.
ANALYSIS OF SENTIMENS IN ONLINE DISCUSSION FORUMS AS A TOOL TO IMPROVE SCHOOLER COMPATIBILITY IN DISTANCE LEARNING Yulian Purnama; Fathoni Mahardika; Cynthia Petra Haumahu
Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2024): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This research aims to analyze the use of sentimental analysis in online discussion forums in the context of distance learning. This research method is literary research, in which we review publications and previous research in this field. The results of the study show that sentimental analysis can be used effectively in analyzing student responses to distance learning through online discussion forums. In some studies, it has been found that sentiment analysis can help in measuring student involvement, identifying student needs, and evaluating the effectiveness of teaching. The use of sentiment analysis has successfully improved the quality of student interaction and provided educators with a better understanding of student needs. Moreover, sentimental analysis can also help in assessing the efficiency of the teaching methods used, so that educators can take necessary corrective action.
BROKEN FAMILY STRUCTURES AND THEIR EDUCATIONAL IMPLICATIONS: A REVIEW OF SOCIO-EMOTIONAL AND ACADEMIC DEVELOPMENT IN STUDENTS Cynthia Petra Haumahu; Criezta Korlefura; Theophanny P. Th. Rampisela
International Journal of Teaching and Learning Vol. 3 No. 10 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20222161

Abstract

Broken family structures have become an increasingly important issue in contemporary education, as they influence students’ socio-emotional development and academic achievement. Family instability caused by parental separation, divorce, conflict, neglect, and dysfunctional parenting environments may create emotional distress and educational difficulties among students. This study aims to examine the educational implications of broken family structures by reviewing the relationships among parenting styles, social support, socio-emotional development, and academic achievement. The research employed a qualitative library research method using scholarly articles, books, and reputable international journals indexed in Scopus and other academic databases published primarily within the last five years. The collected data were analyzed using content analysis and thematic synthesis to identify major conceptual patterns and recent research findings regarding students from broken-home families. The findings indicate that broken family structures significantly affect students’ emotional stability, self-esteem, motivation to learn, classroom participation, and academic performance. Students experiencing family instability are more vulnerable to anxiety, depression, emotional insecurity, and behavioral problems that interfere with educational engagement. However, supportive parenting styles, positive school environments, peer relationships, and counseling support systems function as protective factors that strengthen students’ resilience and adaptability. This study also highlights the importance of trauma-informed and inclusive educational approaches in supporting students from vulnerable family backgrounds. The novelty of this research lies in its integrative perspective, which combines socio-emotional, academic, parenting, and social support dimensions within a unified educational framework. Therefore, collaboration among families, schools, communities, and policymakers is essential to create supportive educational ecosystems that promote students’ emotional well-being and academic success despite family adversity.
Pengembangan Karakter Siswa SMP di Daerah Kepulauan Terpencil melalui Pendekatan Neurobiologi dan Psikologi Perkembangan: Studi Pengabdian Partisipatif di Kepulauan Banda, Maluku Tengah: Pengabdian Yulian Hermanus Wenno; Cynthia Petra Haumahu; Criezta Korlefura; Juni Nikijuluw
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 Tahun 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6703

Abstract

Pendidikan karakter bagi siswa SMP di daerah kepulauan terpencil menghadapi tantangan yang unik akibat isolasi geografis danketerbatasan sumber daya manusia profesional serta minimnya program intervensi berbasis bukti. Program pengabdian masyarakat ini bertujuan untuk mengembangkan karakter dari 15 siswa kelas VII di SMP Negeri 10 Maluku Tengah yang berada di Pulau Ay di Kepulauan Banda dengan pendekatan integratif yang menggabungkan neurobiologi dan psikologi perkembangan. Enam masalah karakter utama teridentifikasi: disiplin rendah, kesulitan dalam regulasi emosi, motivasi belajar intrinsik yang rendah, perilaku bullying, melemahnya etika sosial, dan apatisme siswa. Dengan menggunakan desain Community-Based Participatory Action (CBPA), program ini menerapkan enam metode sinergis yaitu workshop tentang neurobiologi remaja secara psychoeducative; kuliah ilmiah konteks; permainan edukatif; wawancara kelompok mendalam oleh mahasiswa biologi; refleksi kelompok yang difasilitasi; serta observasi perilaku terstruktur. Data dikumpulkan dari 11 kelompok mahasiswa mencakup 20 subjek siswa dari dua sekolah. Hasil penelitian menegaskan bahwa ketidakseimbangan antara sistem limbik dan korteks prefrontal yang belum matang muncul dalam perilaku siswa. Walaupun terdapat berbagai tantangan, para siswa menunjukkan sikap sosial positif yang kuat serta motivasi berbasis keluarga dan rasa ingin tahu tinggi sebagai aset karakter utama. Program ini menghasilkan lima kategori hasil: dampak pada siswa dan sekolah; inovasi produk (modul pembelajaran dan panduan permainan); publikasi akademik; serta pengembangan kapasitas bagi siswa dan dosen. Model ini membuktikan bahwa intervensi karakter berbasis ilmu pengetahuan yang kontekstual dapat dilaksanakan dengan efektif di sekolah-sekolah Tertinggal
Co-Authors Al-Amin Al-Amin Chamidatur Rohmah Criezta Corlefura Criezta Korlefura Eva Fitriana, Eva Fathoni Mahardika Hayyatun Mawaddah Jeanete Ophilia Papilaya Juni Nikijuluw Kevin Hermanto Tupamahu Mahardika, Fathoni Marleni Marleni Mudzakir Mudzakir Mudzakir Nora Idiawati Purnama, Yulian Romi Mesra Sunanto Sunanto Sunanto Theophanny P. Th. Rampisela Theophanny Paula Theresia Rampisela Vando Kristi Makaruku YULIAN HERMANUS WENNO