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All Journal Jurnal Konseling dan Pendidikan EMPATI E-Dimas: Jurnal Pengabdian kepada Masyarakat DIMENSI PENDIDIKAN Jurnal Bimbingan dan Konseling Terapan JURNAL KONSELING GUSJIGANG Philanthropy: Journal of Psychology RISTEKDIK : Jurnal Bimbingan dan Konseling Bisma The Journal of Counseling Journal on Education Suluh: Jurnal Bimbingan dan Konseling Jurnal Pendidikan dan Konseling JCOSE Jurnal Bimbingan dan Konseling Didaktik : Jurnal Ilmiah PGSD STKIP Subang Altruis: Journal of Community Services G-Couns: Jurnal Bimbingan dan Konseling Dharmas Education Journal (DE_Journal) Edu Cendikia: Jurnal Ilmiah Kependidikan Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) Lencana: Jurnal Inovasi Ilmu Pendidikan Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika KONSELOR Jurnal Penelitian Pendidikan Indonesia Advance Sustainable Science, Engineering and Technology (ASSET) PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Edukasi dan Didatika: Jurnal Ilmiah Pendidikan Dasar
Dini Rakhmawati
Fakultas Ilmu Pendidikan, Universitas PGRI Semarang
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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PENANAMAN NILAI-NILAI KARAKTER SISWA DALAM UPAYA PENCEGAHAN TERJADINYA 3 DOSA BESAR DUNIA PENDIDIKAN Rafika Nuriafuri; Dini Rakhmawati; Arry Handayani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 1 (2024): Volume 10 No. 01 Maret 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i1.2666

Abstract

Particularly in the field of education, character education is still severely inadequate today. The crimes perpetrated by primary school pupils, who are often more impacted by cognitive and contextual factors than their character development, demonstrate the lack of character education. There's a lot of nasty conduct going on these days. It has recently come to light that there are "three major sins" that are causing serious problems for Indonesia's educational system. Bullying, sexual assault, and intolerance are the three main sins. These three items have the potential to hinder the development of a positive learning environment. Researchers employed a descriptive qualitative method in this study. The findings demonstrate the efforts made by the school to instill moral principles and prevent the three major sins in the educational system. These efforts include the school's daily morning recitations of the Pledge, the Dhuha Prayer, the Muroja'ah, and materials regarding adab. Aside from that, the school has a number of job programs and different approaches to issue resolution.The goal is to imbue pupils with moral principles, preventing the three major transgressions of education from progressing further.
PERAN GURU DALAM PENCEGAHAN DAN PENANGANAN KEKERASAN DI LINGKUNGAN SEKOLAH DASAR-LITERATUR REVIEW Rohmah Khasanah; Dini Rakhmawati; Arri Handayani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 1 (2024): Volume 10 No. 01 Maret 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i1.2688

Abstract

Violence in the elementary school environment is a serious problem that can affect children's physical, mental and emotional development. This research aims to describe the role of teachers in preventing and handling violence in elementary schools. This research method involves a literature survey and content analysis to present a comprehensive picture of teachers' duties and responsibilities in creating a safe learning environment. The research results show that teachers have a key role in preventing violence through implementing character education programs, forming positive behavior, and developing students' social skills. In addition, teachers are responsible for detecting signs of violence, both physical and verbal, and reporting them to the authorities. In handling violence, teachers act as mediators and facilitators in resolving conflicts between students. They must also provide emotional support to victims and perpetrators, while working with school staff, parents, and other relevant parties to provide appropriate corrective action. Teachers' active involvement in training and self-development related to classroom management, effective communication, and understanding the needs and uniqueness of each student is very important. Teachers' awareness of the impact of violence on children's development and their readiness to deal with situations involving violence are important aspects in creating a safe and supportive learning environment. This research concludes that the teacher's role is not only limited to delivering lesson material, but also involves social and emotional responsibility in creating a positive and violence-free learning environment for children in elementary schools.
PENINGKATAN WAWASAN PENDIDIKAN ANAK USIA DINI MELALUI STRATEGI BELAJAR OUTDOOR Hardianika Rahmaningtyas; Dini Rakhmawati; Arri Handayani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 1 (2024): Volume 10 No. 01 Maret 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i1.2747

Abstract

Early childhood education has a crucial role in forming the basis of child development. This article discusses innovative strategies for increasing insight into early childhood education through the application of outdoor learning. This research aims to explore the potential of outdoor learning as a means of stimulating children's creativity, physical abilities and social-emotional development. Through this approach, it is hoped that children can learn in a more holistic and enjoyable way.
PEMBENTUKAN KARAKTER BAGI ANAK USIA 4-6 TAHUN MELALUI METODE BERCERITA DENGAN AUDIO VISUAL Lina Kamalia Zahra; Arri Handayani; Dini Rakhmawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 1 (2024): Volume 10 No. 01 Maret 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i1.2756

Abstract

Early childhood is a child who has just been born until the age of 6 years. Early age is a very crucial age for the formation of a child's character and personality. Children's character formation should be done from the golden age. Where at that age children can think and judge the things they see or hear. As time goes by, children spend more and more of their free time playing with gadgets, so interaction with friends or people around them decreases. Children tend to have negative characters, become closed individuals, like to be alone, and have violent behavior. Facing this problem, educators and parents should look for ways so that children can always grow and develop into children with good personalities, through various methods. One of the methods used is inserting a moral message through storytelling. The storytelling method using audio-visuals is interesting for children and can increase children's interest in listening to stories. Parents or educators can tell stories of characters with good character. Good character formation can be done by emulating their idol characters through the audiovisuals they see. It is hoped that children will be motivated and imitate the characters in the story. It is hoped that the audio-visual storytelling method can be used to build character at an early age.
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.
PENANAMAN NILAI-NILAI MORAL DAN SPIRITUAL PADA SISWA SEKOLAH DASAR MELALUI METODE PEMBIASAAN Juwitaningrum Ita; 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.v10i2.3285

Abstract

Pendidikan moral dan spiritual sangat penting untuk diajarkan kepada peserta didik karena memberikan pengetahuan bagi peserta didik tersebut saat masuk ke dalam masyarakat tempat tinggalnya di masa mendatang. Nilai-nilai moral, dan spiritual perlu ditanamkan sejak dini salah satunya melalui pembiasaan sehari-hari. Lembaga sekolah formal merupakan salah satu sarana efektif dalam menanamkan dan memberikan pendidikan tentang nilai-nilai moral, dan spiritual bagi peserta didiknya. Pembiasaan dapat diibaratkan sebagai salah satu metode pendidikan yang diperlukan dalam upaya pembentukan karakter. Jika pembiasaan seperti ini dilakukan secara kontinyu, tentu akan membuat nilai-nilai baik tertanam pada diri anak tanpa diiringi dengan rasa keterpaksaan. Artikel ini mengkaji tentang penanaman nilai-nilai moral, dan spiritual pada siswa di sekolah dasar melalui metode pembiasaan dengan mengulas berbagai literatur. Diharapkan kajian ini dapat memberikan wawasan mendalam tentang efektivitas pembiasaan sebagai metode untuk menanamkan niali-nilai moral, dan spiritual pada siswa sekolah dasar, serta menjadi referensi bagi pengembangan pendidikan yang lebih holistik dan aplikatif.
PERAN GURU DALAM MENGOPTIMALKAN TUGAS PERKEMBANGAN ANAK USIA SEKOLAH DASAR Suryati; Dini Rakhmawati; Arri Handayani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 04 (2024): Volume 10 No. 03 September 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i04.3348

Abstract

Artikel ini membahas tentang tahap-tahap perkembangan anak usia sekolah dasar (6-12 tahun) dan bagaimana peran guru dalam mengoptimalkan tugas perkembangan anak dalam aspek fisik, kognitif, sosio-emosional, bahasa, dan moral. Berdasarkan kajian literatur, periode usia antara 6-12 tahun merupakan masa peralihan dari kanak-kanak awal ke masa kanak-kanak akhir sampai menjelang masa pra-pubertas. Manfaat dari penelitian ini adalah untuk meningkatkan pemahaman guru dalam mendukung tugas perkembangan anak secara optimal. Peran aktif guru sebagai fasilitator dalam menciptakan lingkungan belajar yang sesuai serta inovasi dalam metode pembelajaran sangat diperlukan. Guru dapat memenuhi kebutuhan apa yang diperlukan dalam setiap perkembangannya agar tidak terjadi penyimpangan perilaku.
Upaya Guru BK dalam Meningkatkan Pemahaman tentang Kesehatan Reproduksi Remaja di SMK Ma’arif NU Kajen Atika Maulida Rizka; Dini Rakhmawati; Agus Setiawan
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7115

Abstract

The background that prompted this research was students who had a poor understanding of reproductive health. This is due to the provision of reproductive health services by guidance and counseling teachers which is less than optimal. The aim to be achieved in this research is to determine the efforts of bk teachers in increasing understanding of adolescent reproductive health at MA'ARIF NU KAJEN Vocational School. The method used in this research is a qualitative research method. The respondents in this study were 1 guidance and counseling teacher and 5 students. The data in the research was obtained through interviews and documentation. Based on the results of research that researchers have conducted, the conclusion is that the efforts of bk teachers to increase understanding of adolescent reproductive health are by providing classical guidance services, individual counseling and collaboration or collaboration with various parties.
Hubungan antara Regulasi Diri dalam Belajar dengan Grit pada Mahasiswa Program Studi Bimbingan dan Konseling Universitas PGRI Semarang Dewi Sekar Millati; Dini Rakhmawati; Desi Maulia
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7519

Abstract

This research is motivated by learning habits taken from the answers to the Final Semester Examination on January 18, 2024, 2023 guidance and counseling students said that their learning habits still need adjustment in terms of managing time for learning and other activities. Self-regulation in learning and grit is considered important to understand how a person persists in a goal. The purpose of this study was to determine the relationship between self-regulation in learning with grit in guidance and counseling students at PGRI Semarang University. This type of research is quantitative with a correlational research design. The research data population amounted to 125 students which included 3A class as many as 30, 3B as many as 34, 3C as many as 29, and 3D as many as 32. While the sample was 29 from class 3C which was taken with saturated sample technique. The data collection tools used are psychological scales of self-regulation in learning and grit. Based on the Pearson product moment correlation test, the correlation value r count is 0.226. While the r table value for a sample size of 96 with a significance level of 5% is obtained at 0.201. Therefore, the value of r count 0.226 > r table 0.201, it can be concluded that there is a significant relationship between self-regulation in learning with grit in guidance and counseling students at PGRI Semarang University.
Co-Authors Adhelia Yusi Novanti Agustin Arum Setiyana Agustina Siwi Hastuti Amalina Zatil Aqmar Amanda Tasya Puspita Ardiana Nur Maulida Hakim Argo Widhiharto Arini Inayatul Fajriyah Arri Handayan Arri Handayani Arri Handayani Arry Handayani Aryo Andri Nugroho Atika Maulida Rizka Avif Nur Khanifa Ayu Sri Astuti Bondhaningtyas Anjarweni budi astuti Chr Argo Widiharto Cindy Sofiyanti Desi Maulia Devi Richma Yunita Dewi Mukti Kartikaningrum Dewi Sekar Millati Dian Novita Anggraini Dian Octorina Dwi Retno Sriwahyuni Ellya Rakhmawati Estur Septinityas Falda Nurhidayah Farikha Wahyu Lestari Febrian Murti Dewanto Fine Reffiane Gregorius Rohastono Ajie Hardianika Rahmaningtyas Hippy Jovaniza Surya Putri Ida Dwijayanti Indah Luthfiana Ismah Ismah -, Ismah Ismah Ismah Ismatul Khasanah Itsna Putri Nur Hanifa Jois Syahadati Masruriyah Jovitha Julienjatiningsih Juwitaningrum Ita Laksma Septi Lina Kamalia Zahra Listyaning Sumardiyani Listyowati Maghfiroh Melliana Septi Dwi Anggreni Monica Arningsari Muhamad Andiyaman Mujiono Mujiono Mujiyono Mujiyono Mustianah Mustianah Nadiya Zakiyyatul Khusna Ngatmini Ngatmini Niwi Sruti Handayani Nur Lathifah Nur Siti Aisyah Nurul Khosyamsiatun Ni'mah Padmi Dhyah Yulianti Putri Suci Susilowati Rafika Nuriafuri Riski Yanti Rohi Triyadi Rohmah Khasanah Setiawan, Agus Singgih Gunawan Siti Fatonah Siti Fitriana Siti Khoirunnisa Sukat Suryati Sutinah Suwarno Widodo Tri Hartini Tri Hartini Venty Venty Via Apriliana Wahyu Lestari Windaniati Windaniati Yenni Pudji Rahmawati Yovitha Yuliejantiningsih Yovitha Yuliejatiningsih Yovitha Yuliejatiningsih Zunika Agung Rahayu