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All Journal Jurnal Konseling dan Pendidikan REFLEKSI EDUKATIKA JP3 (Jurnal Pendidikan dan Profesi Pendidik) EMPATI Philanthropy: Journal of Psychology Pedagogik: Jurnal Pendidikan Journal on Education QUANTA Jurnal Pendidikan dan Konseling ANIMA Indonesian Psychological Journal Bulletin of Counseling and Psychotherapy FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang G-Couns: Jurnal Bimbingan dan Konseling Guiding World : Jurnal Bimbingan dan Konseling Jurnal Wawasan Pendidikan Edu Cendikia: Jurnal Ilmiah Kependidikan International Journal of Research in Education (IJRE) Praniti Jurnal Pendidikan, Bahasa, dan Sastra Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Innovative: Journal Of Social Science Research Metta: Jurnal Penelitian Multidisiplin Ilmu Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Jurnal Pendidikan Indonesia PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Edukasi dan Didatika: Jurnal Ilmiah Pendidikan Dasar Grief and trauma SCHOULID: Indonesian Journal of School Counseling
Arri Handayani
Universitas PGRI Semarang
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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PERAN GAYA BELAJAR DALAM MENINGKATKAN KESIAPAN BELAJAR SISWA PADA KURIKULUM MERDEKA Bondhaningtyas Anjarweni; Dini Rakhmawati; Arri Handayani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 2 (2024): Volume 10 No. 02 Juni 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i2.3267

Abstract

Readiness to learn is a crucial factor in determining educational success. This concept includes motivation, cognitive, social skills, as well as individual physical and emotional conditions that support the learning process. The main indicator of readiness to learn is the ability to receive and understand the material well. The Independent Curriculum, which provides freedom for schools and teachers in preparing learning programs, emphasizes developing students' freedom of thought and creativity. Teachers play an important role in creating an interesting and effective learning atmosphere. Good learning readiness allows students to be more motivated, optimize learning outcomes, and achieve learning goals. Understanding student learning styles is also an important key for educators. Learning styles that match teaching methods can improve learning effectiveness and student academic outcomes. Conversely, a mismatch between learning styles and teaching methods can hinder student motivation and understanding. Student learning readiness can be measured through learning style assessments that help teachers plan and organize tasks according to individual needs. Learning readiness also helps students face challenges, adapt, and overcome difficulties during the learning process. Therefore, understanding and developing learning readiness is an important focus in efforts to improve the quality of education.
MEMAKSIMALKAN POTENSI SETIAP SISWA DENGAN PEMBELAJARAN BERDIFERENSIASI Dwi Retno Sriwahyuni; Dini Rakhmawati; Arri Handayani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 2 (2024): Volume 10 No. 02 Juni 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i2.3284

Abstract

Implementation of the Merdeka Curriculum, schools are given greater autonomy to develop learning programs according to student characteristics and needs. Differentiated learning is very relevant to meet the needs of each diverse student. However, before differentiated learning is carried out, the first step is to conduct a diagnostic assessment. Diagnostic assessment aims to identify learners' deficiencies, strengths, knowledge, skills and characteristics over a period of time. Diagnostic assessment includes cognitive aspects and non-cognitive aspects. Cognitive assessment includes students' understanding of the material, while non-cognitive assessment includes students' interests, learning profiles, and learning styles. Based on the results of the diagnostic assessment, students' learning styles are divided into 3, namely visual learning styles, audiotory learning styles, and kinesthetic learning styles. By knowing the learning style of each student, the teacher can also design learning according to student characteristics, the teacher can maximize the potential of each student in learning activities. The diagnostic assessment analysis is used as a reference to develop a differentiated learning strategy, which is divided into four parts, namely; content, process, product and learning environment, where these four components influence each other. From the four differentiated learning strategies, teachers can compile a mapping of learning activities based on the four differentiated learning strategies based on the characteristics and needs of different students both learning styles and cognitive abilities of each student. Keywords: Diagnostic assessment, . Student learning styles, Differentiated learning.
ANALISA PERMAINAN TRADISIONAL UNTUK KONSISTENSI KARAKTER DISIPLIN PADA ANAK Nurulul Fatimah; Arri Handayani; Dini Rakhmawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 2 (2024): Volume 10 No. 02 Juni 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i2.3353

Abstract

Dalam dunia pendidikan saat, ini karakter sudah diutamakan sejak tingkat sekolah dasar. Siswa diharapkan mampu memiliki karakter yang kuat dan moral yang tinggti serta berbudi luhur sehingga dapat diterapkan dalam kehidupan nyata. Disiplin yang menjadi pembahasan dari artikel ini. Berbagai sumber yang diperoleh dari data tersebut, terutama kutipan dari artikrl-artikel sebelumnya. Tinjauan pustaka Studi literatur dalam penulisan artikel adalah literatur review dengan metode deskriptif kualitatif dilakukan untuk merangkum dan mendiskripsikan data hasil kajian penelitian terdahulu dari beberapa artikel terkait mengenai pembahasan permainan tradisional dan disiplin anak. Berdasarkan dari beberapa penelitian sebelumnya, hasil penelitian menunjukkan bahwa adanya peningkatan sikap disiplin dengan penggunaan permainan tradisional. Hal ini terbukti dengan mengkaji dari beberapa artikel yang telah membuktikan hasil persentase mengalami meningkat. Oleh karena itu dengan menggunakan permainan tradisional sangat memudahkan peserta didik untuk meningkatkan sikap disiplin pada siswa di sekolah dasar.
Efektivitas Penggunaan Media Virtual Reality Dalam Pembelajaran Sains Yenni Pudji Rahmawati; Arri Handayani; Dini Rakhmawati
PAUDIA : Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 13 No 2 Desember 2024 : PAUDIA (Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini)
Publisher : Pendidikan Guru PAUD Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v13i2.766

Abstract

Abstract The Independent Curriculum encourages qualified teachers to utilize technology with the aim of improving the quality of learning in schools. It focuses on key elements of the Independent Curriculum, including basic skills and digital skills. In fact, there are still many kindergarten teachers who are not yet technologically literate and do not have access to the latest applications for create learning media. The urgency of this research is based on poor student learning outcomes due to less than optimal understanding of the material. This must be approached in an effort to improve students' cognitive skills. This research uses data collection techniques through surveys conducted with parents of students, the extent of students' understanding in learning science at school. The results show that many students have difficulty learning science. So the existence of virtual realty media can increase students' understanding in learning science. Keywords: Virtual Reality; Learning Media; Learning Effectiveness Abstrak Kurikulum Merdeka mendorong guru yang berkualitas untuk memanfaatkan teknologi dengan tujuan meningkatkan kualitas pembelajaran di sekolah. Berfokus pada elemen kunci dari kurikulum merdeka, termasuk keterampilan dasar dan keterampilan digital. Faktanya, masih banyak guru TK yang belum melek teknologi dan belum memiliki akses terhadap aplikasi terkini untuk membuat media pembelajaran. Urgensi penelitian ini didasari oleh buruknya hasil belajar siswa akibat pemahaman materi yang kurang optimal. Hal ini harus didekati dalam upaya meningkatkan keterampilan kognitif siswa. Penelitian ini bertujuan untuk mengetahui kemampuan pemahaman bahan ajar sebelum dan sesudah penerapan media pembelajaran berbasis virtual reality serta mengetahui efektivitas media pembelajaran berbasis virtual reality dalam meningkatkan keterampilan pemahaman siswa Taman kanak kanak. Penelitian ini menggunakan tehnik pengumpulan data melalui survey yang dilakukan kepada orang tua siswa, sejauh mana pemahaman siswa dalam pembelajaran sains disekolah. Hasilnya menyatakan  bahwa banyak siswa yang kesulitan dalam mempelajari sains. Sehingga dengan adanya media virtual realty dapat meningkatkan pemahaman siswa dalam pembelajaran sains. Kata kunci: Virtual Reality; Media pembelajaran; Efektivitas pembelajaran
PENGEMBANGAN KARAKTER GOTONG ROYONG DAN KETERAMPILAN MOTORIK MELALUI PERMAINAN TRADISIONAL Agustin Arum Setiyana; Arri Handayani; Dini Rakhmawati
Edukatika Vol. 2 No. 1 (2024): Juni
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/edukatika.v2i1.753

Abstract

Permainan tradisional merupakan salah satu contoh dari ribuan permainan tradisional yang ada di Indonesia. Namun permainan tradisional tersebut semakin hilang keberadaannya baik di desa maupun di kota kota besar, bahkan banyak anak – anak zaman sekarang yang tidak mengenal permainan tradisional yang ada, padahal permainan tradisional merupakan salah satu warisan budaya bangsa yang wajib kita lestarikan. Berdasarkan wawancara dengan sebagian siswa SDN Karakan 01, siswa juga cenderung bermain mainan modern, bahkan ada beberapa siswa yang tidak mengenali permainan tradisional. Melihat nilai karakter gotong royong siswa SD Negeri Karakan 01 yang rendah penting dilakukan pendidikan bagi anak usia sekolah dasar untuk mengenal dan bermain dengan permainan tradisional untuk mengembangkan karakter gotog royong dan keterampilan motorik pada pembelajaran. Metode yang digunakan adalah dengan kajian pustaka dari beberapa sumber. Sumber diperoleh dari beberapa referensi baik jurnal hasil penelitian maupun buku – buku yang relevan. Pada pembelajaran intrakurikuler maupun ekstrakurikuler guru melibatkan permainan tradisional, selain melatih keterampilan motorik melalui aktivitas fisik dalam permainan tradisional mereka juga dapat merasakan nilai karakter gotong royong yang ada pada setiap permainan yang dimainkan. Beberapa jenis permmainan yang dapat dimainkan di SD Negeri Karakan 01 antara lain, gobak sodor, petak umpet, engklek dan tarik tambang.
Analisis Masalah Perkembangan Sosial Emosi Pada Anak Didik di Kelas Rendah dan Penanganannya budi astuti; Arri Handayani; Dini Rakhmawati
Edukatika Vol. 2 No. 1 (2024): Juni
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/edukatika.v2i1.814

Abstract

Perkembangan sosial dan emosional siswa kelas awal memainkan peran penting dalam keberhasilan akademik dan kesejahteraan psikologis mereka.Tujuan dari penelitian ini adalah untuk menganalisis masalah yang berkaitan dengan perkembangan sosial dan emosional anak sekolah dasar dan mengevaluasi strategi penanganan yang berbeda. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan menggunakan teknik wawancara mendalam dan observasi partisipan. Penelitian menunjukkan bahwa masalah utama siswa meliputi kesulitan mengatur emosi, keterampilan interaksi sosial yang buruk, dan perilaku agresif dan acuh tak acuh. Strategi penanganan yang efektif memerlukan pendekatan holistik yang melibatkan guru, orang tua, dan lingkungan sekolah. Intervensi sistematis seperti program pengembangan keterampilan sosial, konseling individu, dan kegiatan ekstrakurikuler telah terbukti meningkatkan keterampilan sosial dan emosional anak. Studi ini menunjukkan bahwa sekolah mengambil pendekatan multidisiplin untuk mengatasi masalah sosial dan emosional untuk menciptakan lingkungan belajar yang inklusif dan mendukung.
Perbedaan Mindful Parenting di Malaysia dan Indonesia : Differences in Mindful Parenting in Malaysia and Indonesia Mega Ratrisari; Arri Handayani; Agus Setyawan
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.4627

Abstract

Mindful parenting is a parenting approach that emphasizes mindfulness and attention when interacting with children. This approach aims to improve the quality of the relationship between parents and children and reduce stress in parenting. This study explores mindful parenting from a cultural and social perspective in both countries with different cultural backgrounds and values. This study aims to identify and analyze differences in the implementation of mindful parenting between Malaysia and Indonesia. This study used a quantitative survey method, collecting data from many parents in Malaysia and Indonesia. The questionnaire used in this study was designed to measure various aspects of mindful parenting, including parental self-awareness, mindfulness in the present moment, and the ability to manage emotions in parenting situations. The data collected were analyzed using statistical techniques to identify significant differences in implementing mindful parenting in both countries. The results showed variations in how parents in Malaysia and Indonesia implemented the principles of mindful parenting. Cultural factors, social norms, and traditional parenting practices influenced the implementation of mindful parenting in each country. These findings provide important insights for practitioners, researchers, and policymakers in developing more effective and culturally appropriate mindful parenting training programs. Thus, this study contributes to a deeper understanding of mindful parenting and its implications in child rearing in Malaysia and Indonesia.
Effectiveness of Web-based Parenting Intervention in Improving Mindful Parenting among Parents of Elementary School Aged Children Arri Handayani; Padmi Dhyah Yulianti; Ellya Rakhmawati
Bulletin of Counseling and Psychotherapy Vol. 8 No. 1 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026081756000

Abstract

The complexity of parenting in the current digital era requires web-based intervention innovation to provide attentive care that impacts the quality of care. This study examined the effectiveness of a web-based parenting intervention in improving mindful parenting among parents of elementary school–aged children. Fifty-seven participants joined the intervention program with parent-population characteristics (fathers and mothers) living with children aged between 7 and 12 years old. The instrument consisted of pretest-posttest mindful parenting scale. This quasi-experimental research used one group pretest-posttest group design. The results indicate a substantial enhancement in mindful parenting scores post-intervention (Z = −3.544; p = 0.000), with the average score increasing from 2.735 to 2.889. A Cohen’s d of 0.44 indicates a moderate effect size with meaningful practical significance. Dimension-level analyses reveal significant improvements in three dimensions listening with empathy, understanding and acceptance, and self-regulation. In the other two dimensions, namely emotional regulation and compassion, did not show significant changes. The understanding and acceptance dimension exhibits the greatest impact, with the highest mean increase and the largest effect size (d = 0.638). These findings indicate that the web-based intervention effectively enhances the cognitive aspects of mindful parenting but remains less optimal in addressing affective components that require more intensive emotional practice. This study offers important implications for the development of digital parenting programs and provide directions for future intervention research.
Sociodrama-based group guidance to enhance students' self-awareness regarding digital device use: a pre-experimental study Hany Noer Nadhifa; Arri Handayani; Siti Fitriana
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1221700

Abstract

Excessive digital device use among students has become an important educational concern because it may negatively affect learning activities, social interactions, and time management. This study aimed to examine the potential effectiveness of group guidance using the sociodrama technique in enhancing students' self-awareness regarding digital device use. A quantitative pre-experimental study employing a one-group pretest–posttest design was conducted with ten students selected through purposive sampling based on their low levels of self-awareness regarding digital device use. Data were collected using a 24-item self-awareness questionnaire with acceptable reliability (Cronbach's α = 0.788). The intervention consisted of five group guidance sessions using the sociodrama technique. Data were analyzed using the Shapiro–Wilk normality test followed by a paired-samples t-test. The findings indicated that students' mean self-awareness score increased following the intervention, and the improvement was statistically significant (p < .001) with a very large effect size (Cohen's d = 2.70). These findings provide preliminary evidence that group guidance using the sociodrama technique may enhance students' self-awareness regarding digital device use. However, because this study employed a pre-experimental design without a comparison group and involved a relatively small sample, the findings should be interpreted with caution. Further studies using more rigorous experimental designs and larger samples are recommended to confirm the effectiveness of the intervention.
Technology Utilization, Work Experience, and Gender as Predictors of School Counselors’ Ability in Conducting Needs Assessment Farikha Wahyu Lestari; Arri Handayani; Farikha Wahyu Lestari; Arri Handayani; Latif Anshori Kurniawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.2

Abstract

Needs assessment is a fundamental component of guidance and counseling services because it provides the basis for developing data-driven programs that are responsive to students’ actual needs. However, guidance and counseling (GC) teachers’ competence in conducting needs assessments may vary according to individual and professional characteristics, particularly technology utilization. This study aimed to analyze GC teachers’ competence in conducting needs assessments and examine differences in competence based on gender, years of professional experience, and technology utilization. A quantitative approach with a descriptive-analytical survey design was employed. The participants consisted of 90 GC teachers selected through simple random sampling. Data were collected using a structured questionnaire and analyzed through descriptive statistics, independent-samples t-tests, and one-way analysis of variance (ANOVA). The findings revealed that GC teachers’ needs assessment competence was generally at a moderate-to-good level (M = 47.11, SD = 17.04). The results further indicated that there were no statistically significant differences in needs assessment competence based on gender (p = .995) or years of professional experience (p = .857). In contrast, technology utilization showed a statistically significant relationship with needs assessment competence (F = 18.178, p &lt; .001), with teachers demonstrating higher levels of technology utilization exhibiting substantially greater competence in conducting needs assessments. These findings suggest that technological competence plays a more important role in enhancing needs assessment competence than demographic characteristics. Therefore, strengthening digital literacy and technology-based assessment skills should be prioritized within professional development programs, counseling supervision, and educational quality improvement initiatives to support the implementation of effective data-driven guidance and counseling services in the digital era.
Co-Authors Achmad Bukhori Afrilya Herianty Agus Setyawan Agustin Arum Setiyana Ajeng Dianasari Anggun Setiawan Anindita Dwi Kusti Aprilia Anita Chandra D.S Annisa Ul Khusna Aprilia Candra Krisnawati Arba’a Ayu Utami Ardiana Nur Maulida Hakim Arie Hendra Pranata Arifianto Astri Nugroho Arini Inayatul Fajriyah Arri Handayani Aryo Andri Nugroho Aufal Marom Ayu Widya Sari Bagas Prayoga Hidayat Bagus Ardi Saputro Bondhaningtyas Anjarweni budi astuti Chr Argo Widiharto Chr. Argo Widiharto Christiana Switaningsih Dayati Erni Cahyaningrum Desi Maulia Desi Maulia Dewi Mukti Kartikaningrum Dini Rahmawati Dini Rahmawati Dini Rahmawati DINI RAHMAWATI Dini Rahmawati Dini Rahmawati Dini Rakhmawati Dini Rakhmawati Dini Rakhmawati Dini Rakhmawati Dini Rakhmawati Dini Rakhmawati Dini Rakhmawati Dwi Retno Sriwahyuni Dyah Nugrahani Eka Wahyu Andani Ellya Rakhmawati Erra Yuni Rindiani Erra farikha wahyu lestari Farikha Wahyu Lestari Fathul Himam Fiki Febriani Firyal Afifah G. Rohastono Ajie Gregorius Rahastono Ajie Gregorius Rohastono Ajie Hany Muhammad Rifqi Hany Noer Nadhifa Hardianika Rahmaningtyas Iin Purnamasari Irma Yunita Ismah -, Ismah Ita Ayu Fransiska Kristia Setyaningsih Kusuma, Endra Latif Anshori Kurniawan Lina Kamalia Zahra M. Andika Arsya R M. G. Adiyanti Maghfiroh Mahmudah Mahmudah Maulida Salsabila Mega Ratrisari Monica Arningsari Muhamad Andiyaman Mujiono Nailussulakhah Sulakhah Ngatmini Ngatmini Ngurah Ayu Nyoman Murniati Nikrotul Ummah Nila Istatik Amalia Nurulul Fatimah Ornella Alika Padmi Dhyah Yulianti Primaningrum Dian Primaningrum Dian M Ria Indrawati Rizka Laila Rahmatiningtyas Rohmah Khasanah Rosalia Eka Lusiana Senowarsito, Senowarsito Setiawan, Agus Shafa Hasna Prastyaningrum Siti Aeti Siti Fitriana Siti Hasmah Fazira Siti Musarokah Solekah Sri Suciati Sriyatun Suci Marliana Suci Rahayu Suhendri Suhendri Sukat Sukma Nur Ardini Sutinah Tina Afiatin Tinarti Tinarti Tri Hartini Venty Venty Wulan Putriani Yenni Pudji Rahmawati Yuli Kurniati Werdaningsih Yusuf Hidayatullah Zakia Latifah Zumrotus Sa’adah Zunika Agung Rahayu