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All Journal Intelektualita Jurnal Edukasi : Jurnal Bimbingan Konseling PIONIR: Jurnal Pendidikan Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam TAZKIR: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Fitrah: International Islamic Education Journal Jurnal Pendidikan Profesi Guru Jurnal Ilmiah Mahasiswa Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry International Journal of Technology and Education Research Jurnal Kolaborasi Akademika
Wanty Khaira
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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PENDEKATAN GESTALT TERHADAP PERILAKU MEROKOK Wanty Khaira; Mulia Mulia
Intelektualita Vol 12, No 1 (2023): Jurnal Intelektualita: Journal Education Sciences and Teacher Training
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Artikel ini membahas tentang pendekatan gestalt terhadap Perilaku merokok siswa. Perilaku merokok adalah suatu kebiasaan buruk yang dilakukan oleh seseorang karena perilaku tersebut selain dapat merusak kesehatan diri sendiri juga dapat mengganggu kenyamanan orang sekitarnya. Ada beberapa faktor yang mempengaruhi perilaku merokok, diantaranya: kurangnya perhatian dari orang tua, pengaruh teman sebaya, dan keluarga yang berantakan (broken home). Pendekatan Gestalt merupakan suatu pendekatan yang berpendapat bahwa individu memiliki permasalahan karena menghindari masalah yang dihadapi. Gestalt memandang bahwa setiap individu secara positif memiliki kemampuan untuk memikul tanggung jawab pribadi dan dapat bertindak terhadap dirinya. Dengan Pendekatan Gestalt, setidaknya dapat mengurangi perilaku merokok yang terjadi dikalangan siswa. Sebab perilaku merokok adalah perilaku maladaptif, selain dapat membahayakan kesehatan sendiri, perilaku merokok juga dapat membahayakan orang lain, karena asap yang dapat mengganggu kenyamanan orang lain. 
Konsep Humanistik Dalam Pendidikan Akhlak Mashuri; Wanty Khaira; Azharuddin
JURNAL ILMIAH MAHASISWA Vol. 1 No. 1 (2023): Jurnal Ilmiah Mahasiswa Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jim.v1i1.349

Abstract

Artikel ini membahas tentang konsep humanistic dalam pendidikan akhlak. Akhlak merupakan salah satu dari tiga kerangka dasar ajaran Islam yang memiliki kedudukan yang sangat penting, di samping dua kerangka dasar lainnya, yakni aqidah dan syariah. Akhlak yang terpuji merupakan buah yang dihasilkan dari proses penerapan aqidah dan syariah. Ibarat bangunan, akhlak merupakan kesempurnaan dari bangunan tersebut setelah fondasi dan bangunannya kokoh. Namun, terkadang fakta tidak sejalan dengan teori yang ada. Pada kenyataannya yang terjadi sekarang masih banyak siswa yang berakhlak tidak baik, seperti berkata kasar pada guru, duduk diatas meja pada saat guru sedang menjelaskan pelajaran, berkelahi di dalam kelas dengan temannya pada saat guru di kelas, tidak memperhatikan pelajaran yang diajarkan oleh guru dan membolos pada saat jam pelajaran berlangsung, mereka tidak lagi mengganggap bahwa guru adalah orang yang harus mereka hormati. Dalam kasus ini kedudukan humanistik dianggap berperan penting dalam pendidikan akhlak anak, sesuai dengan tujuan dari pendidikan humanistik.Tujuan pendidikan humanistik adalah untuk memanusiakan manusia
Class Teacher Strategies in Facilitating the Learning Needs of Special Needs Students at MIN 9 Banda Aceh City Alisha Zahara Saadiya; Wanty Khaira
International Journal of Technology and Education Research Vol. 3 No. 02 (2025): April - June, International Journal of Technology and Education Research (IJET
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v3i02.1723

Abstract

This study aims to determine the strategies implemented by class teachers who also serve as guidance and counseling teachers at MIN 9 Banda Aceh City in facilitating learning needs in the category of students with special needs. By looking at the strategies that have been implemented by class teachers as guidance and counseling teachers, new discoveries will be found in providing needs that are adjusted to the category of students with special needs. This study uses a qualitative approach, by combining data obtained through field observations, detailed interviews with class teachers as guidance and counseling teachers, homeroom teachers, Head of the Inclusive Education Service Team and analysis of related documents such as inclusive student profiles. The results of the study explain that the strategies implemented by class teachers as guidance and counseling teachers include game approaches, individual, and communication built with parents of students. The game approach carried out by teachers such as; inviting students to play while singing and teachers actively accompany students with special needs. The individual approach carried out by teachers, students are accompanied to study lessons they do not understand and help students who experience obstacles in the learning process. In addition, the role of parents is very important in educating and encouraging their children to achieve success in the learning process. However, despite the obstacles experienced in implementing this strategy, teachers must be able to adapt to the needs of each student with special needs
USING THE FIVE LANGUAGES OF LOVE IN TEACHING Mahmud, Salami; Wanty Khaira; Nida Jarmita
JKA Vol. 1 No. 2 (2024): JKA
Publisher : Bansigom Na Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/ynrbw218

Abstract

This article aims to explain the importance of applying the five love languages ​​in teaching and how it can have a positive impact on various aspects of the teaching and learning process. The five love languages ​​is a concept developed by Dr. Gary Chapman, adapted in an educational context to strengthen relationships between teachers and students and create a positive and supportive learning environment. This adaptation involves five main approaches, namely supporting words, quality time, gift giving, acts of service, and physical touch. Applying the five love languages ​​in teaching not only helps create a more enjoyable and productive learning environment, but also contributes to students' emotional and social development. By adapting this approach to each student's individual needs, teachers can increase student motivation, self-confidence, and academic performance, as well as build stronger, supportive relationships
Co-Authors Alisha Zahara Saadiya Azharuddin Evi Zuhara Irman Siswanto Mashuri Mita Hasanah Mulia Mulia Mulia Nida Jarmita Nura Yudrika Salami Mahmud Siti Sarah