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All Journal JURNAL PSIKOLOGI UDAYANA Nusantara: Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI)
Nindya Alifia Tittandi
Universitas Jember
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Persepsi remaja terhadap perilaku emotional eating Tittandi, Nindya Alifia
Jurnal Psikologi Udayana Vol 9 No 1 (2022)
Publisher : Program Studi Sarjana Psikologi, Fakultas Kedokteran, Universitas Udayana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/JPU.2022.v09.i01.p04

Abstract

Adolescence is a transitional period which is usually marked by significant emotional changes. Some teenagers still have difficulty coping with the emotions they are experiencing, so they choose to calm them down by eating. This can be known as emotional eating. However, many adolescents do not know and realize this behavior, which if done excessively can lead to overweight or even obesity. So through this research, we try to find out the extent of adolescent knowledge regarding emotional eating behavior. Our findings indicate that differences in school levels determine this knowledge, so that the provision of material related to eating disorders is not fully understood by adolescents. In fact, the prevention of obesity in adolescents is more effective if given since early adolescence, namely by including the curriculum in schools related to self-control and basic knowledge related to eating disorders and other disorders that generally begin to occur in adolescence.
Peran Kepercayaan Guru-Siswa dalam Optimalisasi Strategi Pendampingan Anak dengan Gangguan Spektrum Autisme di PAUD Inklusi Tittandi, Nindya Alifia; Hapsari, Sinta Maulida; Tanto, Octavian Dwi
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-20

Abstract

Purpose – Although inclusive education is increasingly implemented, practical insights into effective teaching strategies for supporting children with autism spectrum disorder (ASD) remain limited. This study explores the lived experience of a shadow teacher in applying concrete strategies to support a child with ASD in an inclusive early childhood education setting.Method – A qualitative research design with a phenomenological approach was employed. Data were collected through a semi-structured, in-depth interview with a teacher who had over one year of experience assisting a child with ASD. The data were analyzed using descriptive phenomenological methods to capture essential themes of the teacher’s experience. Findings – The study identified key strategies such as individualized instruction, modified learning objectives, use of reward systems, and ongoing communication with parents, therapists, and school personnel. Consistency across home and school environments, supported by collaborative systems, was found to be essential. Importantly, the development of interpersonal trust between the teacher and the child emerged as a critical factor in the success of individualized strategies—a dimension often underrepresented in current literature. Research Implications – This study provides practical implications for inclusive early childhood education by highlighting the importance of relational, trust-based teaching strategies. While the focus on a single participant limits generalizability, the findings contribute valuable perspectives to teacher training and educational policy development, particularly in relation to supporting children with ASD in inclusive settings.
Interpertasi Fungsi Pendidikan Informal sebagai Dasar Penyelenggaraan Pembelajaran PAUD Tanto, Octavian Dwi; Saputri, Senny Weyara Dienda; Hapsari, Sinta Maulida; Tittandi, Nindya Alifia; Zulaikhah, Siti
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 4 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i4.855

Abstract

Berbagai fakta faktual mengenai rendahnya keterlibatan orang tua Indonesia pada lembaga pendidikan anak usia dini mencerminkan belum optimalnya pelaksanaan fungsi pendidikan di lingkungan informal. Penelitian ini bertujuan untuk mendeskripsikan urgensi keterlibatan orang tua dalam lingkungan Pendidikan Anak Usia Dini dalam berbagai perspektif yang menjadi landasan pemikiran. Metode penelitian Systematic Literature Review (SLR) ini digunakan untuk mengidentifikasi, mengevaluasi, dan mengintepretasikan hasil penelitian yang berkaitan dengan fungsi pendidikan informal dalam penyelenggaraan PAUD. Data-data penelitian diambil dari mesin pencari Google Schoolar dan Science Direct dan dianalisis dengan menggunakan teknik ekstrasi data yang mensistesis hasil interpertasi setiap artikel yang masuk dalam kategori kriteria inklusi. Hasil penelitian ini mengungkapkan bahwa penerapan fungsi pendidikan dalam keluarga mempunyai makna mendasar dalam proses pembelajaran anak di lembaga pendidikan anak usia dini. Temuan analisis multiperspektif ini menunjukkan bahwa orang tua mempunyai peran pedagogi, guru di sekolah transisi, penunjang prestasi akademik, pelengkap Tri Pusat Pendidikan bidang pendidikan informal.
Co-Authors Octavian Dwi Tanto Saputri, Senny Weyara Dienda Sinta Maulida Hapsari, Sinta Maulida Siti Zulaikhah