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All Journal Jurnal Pendidikan Indonesia EXPOSURE JOURNAL Bunayya : Jurnal Pendidikan Anak PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Indonesian Journal of Early Childhood Education Studies Scholaria: Jurnal Pendidikan dan Kebudayaan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Satya Widya AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Ilmiah POTENSIA JISIP: Jurnal Ilmu Sosial dan Pendidikan Bantenese Jurnal Pengabdian Masyarakat JIIP (Jurnal Ilmiah Ilmu Pendidikan) Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Sawala : Jurnal pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat Jurnal Inovasi Pembelajaran di Sekolah Pengabdian Kampus: Jurnal Informasi Kegiatan Pengabdian Pada Masyarakat Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat Jurnal Pendidikan dan Pengabdian Masyarakat Social Philanthropic: Jurnal Kajian Ilmu Sosial dan Psikologi NurseLine Journal
Elisabeth Lanny Wijayaningsih
Universitas Kristen Satya Wacana
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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BEYOND NUTRITION: INTEGRATING EDUCATIONAL PSYCHOLOGY, INCLUSIVE EDUCATION, AND NURSING PERSPECTIVES ON FEEDING CHALLENGES IN CHILDREN WITH AUTISM Wijayaningsih, Lanny; Widiastuti, Ajeng A; Kriswandani; Indarini, Endang; Eryani, Salwa A
NurseLine Journal Vol. 11 No. 1 (2026): May 2026
Publisher : Program Studi Ilmu Keperawatan Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/nlj.v11i1.60022

Abstract

ABSTRACT Background: Feeding difficulties are among the most prevalent challenges experienced by children with autism spectrum disorder (ASD), often manifesting in sensory sensitivities, food selectivity, rapid eating, and emotional reactivity during mealtimes. While previous studies have predominantly emphasized clinical and therapeutic approaches, the intersection of feeding behaviors with educational and nursing perspectives remains underexplored. Objectives: This study aimed to explore the patterns of feeding difficulties in children with autism and to examine their implications for educational and nursing practices. Methods: A qualitative descriptive design was employed, involving seven parents of children with autism. Data were collected through structured questionnaires and in-depth interviews, enabling the integration of observable feeding behaviors with parental experiences. Results: The findings revealed that sensory sensitivity and selective eating were the most dominant challenges, leading to restricted food repertoires and nutritional risks. Rapid eating behaviors raised concerns for digestion, nutrient absorption, and choking hazards. Emotional responses to food varied across children, ranging from minimal distress to significant tantrums, underscoring the heterogeneous nature of feeding difficulties. These challenges intersect with self-regulation, executive functioning, and socio-emotional adjustment, thereby influencing children’s readiness to learn and classroom participation. Conclusion: Feeding difficulties in children with autism are multidimensional, affecting nutritional health, learning readiness, and socio-emotional development. The study highlights the need to integrate educational psychology, inclusive education, and nursing perspectives in addressing feeding-related challenges. School nurses play a pivotal role in early detection, health education, and interdisciplinary collaboration with teachers and parents to create inclusive and supportive mealtime routines, ultimately improving both educational outcomes and quality of life for children with autism. Keywords: Autism Spectrum Disorder; Feeding Difficulties; Inclusive Education; School Nursing; Educational Psychology
IN HOUSE TRAINING IMPLEMENTASI PEMBELAJARAN MENDALAM DI KB/TK SATRIA TUNAS BANGSA MELALUI PENDEKATAN LESSON STUDY Mozes Kurniawan; Lanny Wijayaningsih; Trivena Dyah Wijayanti; Rosa Dwi Sekarsari; Laurence G.R. Sinambela
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 2 (2026): Vol. 7 No. 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i2.52842

Abstract

Pendekatan pembelajaran mendalam menuntut guru untuk merancang pengalaman belajar yang memungkinkan anak mengeksplorasi sebuah konsep dari berbagai sudut, mengaitkan pengetahuan baru dengan pengetahuan lama, serta mempraktikkan keterampilan refleksi kritis selaras tahap perkembangannya. Para guru di KB/TK Satria Tunas Bangsa, objek pelaksanaan pengabdian masyarakat, menyatakan masih gamang membedakan antara “pembelajaran mendalam” dan “pembelajaran berbantuan teknologi”; kebingungan definisi ini memicu keraguan ketika menyusun tujuan harian, memilih aktivitas, maupun menyusun asesmen formatif. Tantangan kedua adalah keterbatasan akses terhadap sumber literatur mutakhir berbahasa Indonesia yang berfokus pada PAUD; sebagian besar referensi deep learning bersifat teoritik dan ditujukan untuk pendidikan dasar atau menengah, sehingga guru kesulitan menerjemahkan contoh ke dalam konteks bermain‑sambil‑belajar khas taman kanak‑kanak. Metode pelaksanaan pengabdian kepada masyarakat yakni Lesson Study yang terdiri dari siklus Plan (perencanaan), Do (pelaksanaan), dan See (refleksi). Melalui pendekatan ini, guru diajak untuk menyusun RPP berbasis deep learning secara kolaboratif, melaksanakan pembelajaran sambil diamati sejawat, dan melakukan refleksi terhadap praktiknya secara kritis. Hasil pelaksanaan In House Training Lesson Study memberikan dampak signifikan terhadap peningkatan kualitas kompetensi guru dalam merancang dan mengimplementasikan pembelajaran yang bermakna. Pada aspek kualitas persiapan, penyampaian materi, pemahaman dan kesesuaian kateri dengan kebutuhan guru menunnjukan dominasi data evaluasi pada tingkat sangat baik dan baik. Kegiatan ini dapat dilakukan kembali melalui pendampingan dalam rentang waktu yang lebih panjang untuk optimalisasi efektivitas kegiatan.
Co-Authors Abner Pahanael Ajeng Ayu Widiastuti Angela Juniaris Balandina Debeturu Catharina Leksananingtyas Eryani, Salwa A Eunike Milasari Listyaningrum Farezhena, Swastika Feby Krisnawati Gogahu Gamaliel Septian Airlanda Hana, Lika Jipora Hasti Anastasia Turnip Indarini, Endang Jasmine Rumbayan, Natasya Christie Karen Steivy Lanie, Gracia Kriswandani, Kriswandani Laurence G.R. Sinambela Lesnussa, Grishela Chlaudia Listyani Listyaningrum, Eunike Milasari Maria Melita Rahardjo Mei Hardika Senny Mozes Kurniawan Murtisari Yemima Rahmawati, Meliana Renyta Arum Anggraini Riwantoro, Chansy Chansafani Rosa Dwi Sekarsari Rumbrawer, Naumi Tri Yuli Ayuningtyas Trivena Dyah Wijayanti Wulandari, Sarah Putri Yosefin Elsye Yolanda