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FAKTOR RESIKO GANGGUAN STRESS PASCA TRAUMA PADA ANAK KORBAN PELECEHAN SEKSUAL Hera Wahyuni
Khazanah Pendidikan Vol 10, No 1: September 2016
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jkp.v10i1.1076

The aim of this study to research deeply on Risk Factors For Post Traumatic Stress Disorder (PTSD) in children Sexual Abuse. The method used to conduct this study from including a variety of sources: 1) results abstract of scientific writing, 2) review journals. Selection of the article focuses on children sexual abuse who experience PTSD, review articles carried in the last 11 years ranging from 2005 to 2015, consists of 35 articles that analyzed the risk factors for PTSD in cases traumatic as sexual abuse. PTSD is an ongoing maladaptive reaction to a traumatic event that involves death or threat of death or serious physical harm or threats to the safety of themselves or others. Individuals who experience PTSD can be seen from three of the following symptoms: 1) re-experiencing of events traumatic , 2) avoidance, 3) hyperarousal, have difference in symptoms between children and adults, symptoms in children is usually characterized by bedwetting, speech disorders, poor attachment, etc. As for the risk factors associated with PTSD in children sexual abuse have two (2) factors : 1) vulnerability factors in children and 2) environmental factors (family and social). These two factors, will be broken down into three phases trigger PTSD in children are : 1) Pre-Trauma, 2). Peri-Trauma, and 3). Post-Trauma. Kata Kunci : Post Traumatic Stress Disorder (PTSD), Children, Sexual Abused.

Terapi Keluarga untuk Meningkatkan Harga Diri Individu yang Mengalami Retardasi Mental dan gangguan Somatisasi Hera Wahyuni
Personifikasi: Jurnal Ilmu Psikologi Vol 2, No 2 (2011)
Publisher : Universitas Trunojoyo Madura

Tujuan penelitian ini adalah Menerapkan terapi keluarga untuk meningkatkan Harga Diri individu yang mengalami retardasi mental dan gangguan somatisasi. Pendidikan keluarga, satu bidang yang paling penting yang dapat di jawab oleh klinisi adalah pendidikan keluarga dari anak yang mengalami gangguan retardasi mental tentang cara meningkatkan kompetensi dan harga diri sambil mempertahankan harapan yang realistik untuk pasien. Penelitian ini menggunakan metodelogi penelitian jenis kualitatif. Adapun cara mendapatkan data dilakukan dengan melakukan asesment psikotes, wawancara, observasi, dan dokumentasi. Dilakukan rancangan intervensi yang melibatkan seluruh anggota keluarga untuk meningkatkan kemadirian pada individu tersebut, dan dilakukan evaluasi di tiap tahapan tersebut. Intervensi ini dilakukan selama 1½ bulan dan dianggap efektif untuk membantu memecahkan problem perilaku anak dan mengubah sistem keluarga, sehingga dapat meningkatkan harga diri pada individu retardasi mental dan somatisasi.

EKSPLORASI PENGALAMAN ANAK DALAM MENGHADAPI POLA KOMUNIKASI DISFUNGSIONAL DI KELUARGA BROKEN HOME Sri Rahmah Ramadhoni; Hera Wahyuni
Consilium: Education and Counseling Journal Vol 6 No 1 (2026): Edisi Maret
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v6i1.8449

Penelitian ini mengeksplorasi mengenai pengalaman anak dalam menghadapi pola komunikasi disfungsional di keluarga broken home. Penelitian ini menggunakan metode kualitatif dengan pendekatan fenomenologi untuk memahami makna pengalaman hidup subjek secara mendalam. Data diperoleh melalui wawancara mendalam dengan dua remaja berusia 19 hingga 21 tahun yang mengalami pola komunikasi disfungsional dalam keluarga broken home. Hasil penelitian menunjukkan bahwa pola komunikasi yang disfungsional, seperti kritik tajam, komunikasi pasif-agresif, dan kurangnya dukungan emosional, berdampak negatif pada perkembangan emosional, psikologis, dan sosial anak. Anak-anak sering merasa terisolasi, tertekan, dan mencari pelarian dalam perilaku merusak. Pentingnya pola komunikasi yang sehat dalam keluarga dan dukungan dari lingkungan sosial serta intervensi yang tepat untuk membantu anak-anak menghadapi tantangan ini. Penelitian ini diharapkan dapat menjadi referensi penting bagi keluarga, praktisi, dan peneliti dalam upaya meningkatkan kualitas kehidupan anak-anak di keluarga broken home.

IDENTIFIKASI MINAT SISWA DALAM MENGIKUTI LAYANAN BK DI SMK NEGERI 8 MUARO JAMBI Lisnawati; Friscilla Wulan Tersta; Hera Wahyuni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45250

This study aims to identify and describe the level of students’ interest in participating in Guidance and Counseling (GC) services at SMK Negeri 8 Muaro Jambi. The study employed a quantitative approach with a descriptive design. The research subjects were Grade X and XI students, with a sample of 156 students selected using stratified random sampling. Data were collected using a questionnaire developed based on four indicators of interest: enjoyment, attention, interest, and active involvement. The data were analyzed using descriptive statistics in the form of percentages. The results indicate that, overall, students’ interest in participating in GC services remains low. This is reflected in the average percentage scores for each indicator, namely enjoyment at 10.77% (very low), attention at 32.94% (low), interest at 41.11% (moderate), and active involvement at 15.17% (low). The low level of students’ interest is influenced by several factors, including limited understanding of the functions of GC services, the absence of a specific schedule for GC services, and students’ perceptions that GC services are only intended for students with problems. Therefore, efforts are needed to enhance students’ interest through the provision of a dedicated GC schedule, increased socialization of GC services, and the development of more engaging and varied service methods to encourage students to participate more actively in GC services.

PERAN SUPERVISOR DALAM PELAKSANAAN SUPERVISI BIMBINGAN DAN KONSELING Sri Rahmah Ramadhoni1; Hera Wahyuni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51464

As supervisors who oversee the performance of guidance counselors, supervisors play a role in guiding and supporting them to ensure that the school’s educational goals are achieved, thereby producing high-achieving graduates with strong character., This study aims to determine the description of the role of supervisors in the implementation of counseling supervision. This research uses a descriptive qualitative approach, with the research location being SMAN 12 Jambi City. The subject in this study amounted to one person, and the data collection process through interviews, observation and documentation. Data validity checks were carried out using triangulation. The results showed that the role of supervisors in the implementation of counseling supervision at SMAN 12 Jambi City which involved various parties such as the principal, deputy principal, senior counseling teachers and counseling coordinators proved to run effectively and optimally. This is shown through the attitude of supervisors who readily provide responses, input, suggestions and advice to questions raised by counseling teachers. Then, professionally provide opportunities for counseling teachers to practice alternative approaches that they consider suitable in overcoming various obstacles experienced. The support, motivation, input, advice, advice and guidance obtained from supervisors play a central role in contributing to student development, creating a positive and productive school environment, and improving the professionalism of guidance and counseling teachers.

PENGARUH PENERAPAN KONSEP GROWTH MINDSET DALAM BIMBINGAN KELOMPOK TERHADAP MOTIVASI BELAJAR SISWA SMP MUHAMMADIYAH 1 KOTA JAMBI Sri Chantika Putri Zalianti; Ninil Elfira; Hera Wahyuni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.54861

This study aims to determine the effect of implementing the growth mindset concept in group guidance on the learning motivation of eighth-grade students at SMP Muhammadiyah 1 Kota Jambi. Based on problems found at the school, some students still showed low learning motivation, characterized by a lack of enthusiasm in learning, a tendency to give up easily when facing difficulties, and low activity in learning activities. The implementation of the growth mindset concept in group guidance was expected to help students develop the belief that ability and intelligence can be developed through effort, practice, and persistence, thereby increasing learning motivation. This research used an experimental method with a One Group Pretest-Posttest Design. Data were collected using a learning motivation questionnaire administered before and after treatment, involving 10 students as the research sample determined through saturated sampling technique. The treatment was given four times within two weeks in the form of group guidance services with growth mindset materials. The results showed that the pretest mean score was 61.4 (medium category) and increased to 106.4 (very high category) in the posttest. The paired sample t-test produced a t-value of -24.730 with a significance value of 0.000 (p < 0.05), indicating a significant effect. It can be concluded that the implementation of the growth mindset concept in group guidance has a significant effect on increasing the learning motivation of students at SMP Muhammadiyah 1 Kota Jambi.

RESPON EMOSIONAL ANAK TERHADAP PERCERAIAN ORANG TUA : STUDI KASUS PADA SISWA SMP 18 MUARO JAMBI Dila Puspitasari; Ninil Elfira; Hera Wahyuni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54864

Parental divorce is one of the family issues that can have a significant impact on children's emotional well-being, particularly during adolescence. Children who experience parental divorce often face changes in family life that affect their social and emotional development. This study aimed to explore the emotional responses of children to parental divorce among students at SMP Negeri 18 Muaro Jambi. This study employed a qualitative approach using a case study design. The participants consisted of two students who had experienced parental divorce, namely MR and CS. Data were collected through observation, interviews, and documentation. Data analysis techniques included data reduction, data display, and conclusion drawing. The trustworthiness of the data was ensured through source triangulation and technique triangulation. The findings revealed that parental divorce had a considerable emotional impact on children. The emotional responses identified included sadness, social withdrawal, loss of self-confidence, trauma related to future relationships, disappointment regarding family conditions, and difficulty concentrating on learning activities. In addition, the participants experienced changes in social behavior, such as preferring isolation and becoming less active in interacting with their surroundings. Support from school counselors, family members, and friends played an important role in helping the children cope with these conditions. Based on the findings, it can be concluded that parental divorce has a substantial influence on children's emotional and social development. Therefore, appropriate guidance and counseling services are needed to help children manage their emotions in a healthier and more positive manner.

IDENTIFIKASI MINAT BELAJAR SISWA DI SMP NEGERI 22 KOTA JAMBI Andini Fahira Marjulis; Ninil Elfira; Hera Wahyuni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55292

Field conditions indicate that students’ learning interest at SMP Negeri 22 Kota Jambi varies. This can be seen from the presence of students who demonstrate enthusiasm, attention, interest, and active involvement during the learning process, while some students still show low participation, pay less attention to the teacher’s explanations, and are less involved in classroom activities. This condition highlights the importance of conducting research to obtain an overview of students’ learning interest levels. This study aims to describe the level of students’ learning interest at SMP Negeri 22 Kota Jambi based on the indicators of enjoyment, attention, interest, and involvement. The study employed a descriptive quantitative approach, with data collected through questionnaires distributed to 231 respondents. The results showed that students’ learning interest at SMP Negeri 22 Kota Jambi was generally categorized as high, with a percentage score of 77.31%. Based on the research indicators, the percentage of enjoyment was 78.19%, attention was 76.29%, interest was 74.20%, and involvement was 80.66%, all of which were categorized as high. The findings indicate that students generally have good learning interest in participating in the learning process. However, continuous improvement is still needed to optimize student participation in learning activities. Therefore, collaboration among teachers, school counselors, schools, and parents is necessary to create an engaging, conducive, and supportive learning environment to further enhance students’ learning interest.

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