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Journal : Madani: Multidisciplinary Scientific Journal

Urgensi Guru Bimbingan dan Konseling di Sekolah Dasar Mustikaati, Wina; Fitriyani, Devita; Laura, Putri
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 4 (2025): May
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15397761

Abstract

The absence of guidance and counseling (BK) teachers in primary schools can have a negative impact on students' social and emotional development. Without proper guidance, students are at risk of experiencing difficulties in managing emotions, building healthy social relationships and facing academic challenges, which can ultimately hinder their overall growth. This study aims to explore the important role of guidance and counseling teachers in supporting student development in primary schools. Through a qualitative approach, data was collected from interviews with teachers, students, and parents to understand the impact of the presence of counseling guidance services. The results showed that guidance and counseling teachers not only help students in academic aspects, but also play a role in the development of social and emotional skills. With these services in place, students are better able to cope with personal and social problems, and increase their self-confidence. The findings emphasize the importance of integrating counseling guidance services in the education system to create a more supportive and inclusive learning environment.
Urgensi Pemenuhan Kebutuhan Dasar Psikologis Peserta Didik dalam Meningkatkan Kualitas Proses Pembelajaran di Sekolah Dasar Mustikaati, Wina; Radianty, Adya Pramudya Dwi Permata; Hendranti, Alfia Habwah; Nurpadilah, Dila; Marlina, Nina
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 4 (2025): May
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15488524

Abstract

This study discusses the importance of fulfilling students' basic psychological needsautonomy, competence, and relatednesswithin the learning context based on Self-Determination Theory (SDT). Autonomy refers to the sense of independence in making learning decisions, competence relates to the effectiveness in mastering academic tasks, and relatedness reflects the feeling of being accepted and valued within a social environment. This study draws on recent research that demonstrates how meeting these three needs significantly enhances students intrinsic motivation, learning engagement, resilience to academic pressure, and psychological well-being. The findings emphasize the crucial role of teachers, parents, and the social environment in supporting students' basic needs through autonomy support, structured learning, and emotional involvement. The practical implication of this study highlights the necessity for learning strategies that are more responsive to students psychological needs in order to create an inclusive, meaningful, and sustainable educational environment.
Strategi Pengelolaan Kelas Dalam Upaya Meningkatkan Keaktifan Belajar Peserta Didik Aprilia, Gita; Sianturi, Kristina Agnes; Kuswandari, Erika Aryani; Fikriansyah, Muhamad Irgi; Mustikaati, Wina
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 4 (2025): May
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15501096

Abstract

This research examines classroom management strategies to increase student learning engagement. Classroom management is an essential skill that educators must master to create a conducive and productive learning environment. Through a qualitative literature review method, this research analyzes various relevant literature on the concepts of classroom management, student learning engagement, common problems in classroom management, and effective strategies that can be implemented. The results show that effective classroom management includes building positive relationships with students, using interactive questioning techniques, implementing cooperative learning, establishing clear rules, providing positive feedback, and using various teaching methods. The implementation of these strategies has been proven to increase student learning engagement as indicated by increased participation, motivation, and academic achievement. This research concludes that good classroom management is not only the responsibility of teachers but also requires collaboration from various parties, including schools and parents of students.
Analisis Tahapan Perkembangan Anak dalam Mengoptimalkan Potensi Diri Pada Usia 2-6 Tahun Mustikaati, Wina; Okthaviani, Anggita; Insari, Indah Putri; Syifa, Miana; Nuralmira, Siti
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 4 (2025): May
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/10.5281/zenodo.15425397

Abstract

Early childhood development, particularly in the age range of 26 years, is a crucial period for shaping the foundational abilities and potential of children. The method used in this study is a qualitative approach through library research or literature review. This study examines various research findings related to the issues being investigated. During this stage, children undergo rapid growth across various developmental domains, including physical, cognitive, social-emotional, and language development. Physical development involves improvements in motor skills and overall health. Cognitively, according to Piaget, children enter the sensorimotor and preoperational stages, characterized by the use of symbols and language, although their thinking remains egocentric and concrete. Social-emotional development encompasses the ability to manage emotions, build social relationships, and interact with the surrounding environment. Meanwhile, language development is significantly influenced by stimulation from close environments such as family, school, and community. The family and school environments play a central role in providing positive stimulation essential for supporting the childs overall growth and development. Therefore, synergy between various developmental aspects and environmental support is key to optimizing holistic early childhood development.
Strategi Efektif Dalam Mengelola Disiplin Kelas Untuk Meningkatkan Pembelajaran yang Kondusif Mustikaati, Wina; Fitriyani, Devita; Sari, Tria Kurnia; Iswanti, Renata Dwi; Nuralmira, Siti
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 4 (2025): May
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15411274

Abstract

Good classroom discipline not only supports the smooth running of the teaching and learning process, but also contributes significantly to the achievement of optimal learning outcomes. The main purpose of creating a quality learning environment is to support learners in developing their full potential. The method used in this research is a qualitative approach using the literature study method. This study examines various similar research findings that explain the problem under study. Effective classroom discipline is based on a positive approach, open communication, clear rules, and proactive strategies. Teachers build positive relationships with students through empathy, constructive feedback, and appreciation of student effort. Positive discipline fosters responsibility, character, and a comfortable learning environment that values students' holistic and sustainable development. Classroom discipline is an important foundation for creating an orderly learning atmosphere and avoiding deviant behavior. Effective discipline approaches must be based on human values and democratic principles, and prioritize non-violent methods such as positive discipline. Overall, the implementation of humanist, democratic and positive discipline can shape students' responsible character and support their academic and social development.
Co-Authors A, Anazah Aditya Putri, Nanda Afiyah, Wardatul Aghniyah, Isna Alifia Agus Muharam Agus Muharam Agus Muharam Agus Muharam Ahmad Rizal Jalaludin Al Rashid, Reyqi Favian Alfiyyah, Ravina Azhar Alindra, Afridha Laily Aliza Wulandari Amalia Putri, Indah Ambarwati, Desti Noer Andalusia, Fairuz Andria Sukmawati, Vika Anggraeni Wishnu Ramadhianty Anwar, Azizah Diyah Aprilia Sanny Ashtiani Kholida Asshidiqi, Ahmad Qowamu Audrey Rosdiana Putri Audrey Rosdiana Putri Aulia, Fitri Rohmatul Aulia, Sabrina Shafa Ayu, Putri Azahra, Resa Azizah, Sinta Putri Nur Azzahra, Algia Rizkania Citra, Winda Ros Deborah Deviyanti, Anggy Dhea Resti Fauziah Dian Aidilafitri Dian Aidilafitri Dwi Novitasari Dzikrullah, Mochammad Fadhlan Dzikrulloh, Mochammad Fadhlan Eka Andini, Syalsabila Ela Azizah Ela Azizah Erna Suwangsih, Erna Fadila, Intan Fadillah, Hanifah Tri Nur Fajrussalam, Hisny Faozan, Fadinda Syifa Faozi, Irfan Farhanah, Reina Fauziah, Adela Fauziah, Hilma Fa’izah, Fitri Nur Febrina Nur Giyantika Febrina Nur Giyantika Fikriansyah, Muhamad Irgi Firdaus, Dzulfa Nur Fitri Yani Fitriyani, Devita Gita Aprilia H, Herlina H. Agus Muharam Habwah, Alfia Hafiziani Eka Putri, Hafiziani Eka Handayani, Isna Hayati, Ela Hendranti, Alfia Habwah Hikmatunisa, Nenden Permas Hisny Fajrussalam Hutabarat, Keren Hapug Ihsan Abdul Patah Indah Amalia Putri Indra Nugrahayu Taufik Indradewa, Rhian Indrayani , Melly Insari, Indah Putri Iskandar, Sofyan Iswanti, Renata Dwi Izmala, Athariah Jabalrohmah, Nisa Janah, Zahra Wardatul Jubaedah Fitri Anjani Jubaedah Fitri Anjani Kartika Sari Khaerunnisa, Hanie Khaila Syanin Khoerunnisa, Hijri Khoirunnisa, Anis Khusnah, Kharisma Nurul Kuswandari, Erika Aryani Laily Alindra, Afridha Laura, Putri Luhukay, Michelya Zabrina M, Meilisa M, Ruhyat Maharani, Ajeng Putri Mahmudah, Ashfa Nurul Maria, Salsa Marisa, Dias Marlina, Nina Maulida, Syaira Maulidawanti, Dwi Mega Rosafina Muhammad Agni Imanulloh Muhammad Agni Imanulloh Mulyani, Siti Hanisa Najayanti Najayanti Nasution, Anggi Harnum Lestari Neneng Sri Wulan Nevi Septiani Ningrum, Novita Cahya Nisrina Nurbaiti Nita Melia Novi Wulansari Novia Ramanda Noviyanti, Alpita Nur Fauziyah, Nisa Nur Fitri Halimah Nuralmira, Siti Nurbaiti, Elsa Frida Nurdiansyah Nurdiansyah Nurdiansyah Nurdiansyah Nurfalah, Silmi Nurfitria, Rachma Nurhafidah, Leni Nurhayati Nurhikmah, Juliana Nurista, Annisa Salsabila Nurmalasari, Ulfi Nurpadilah, Dila Nursela Dian Nursela Dian Patimah3 Nursyahbani, Andini Nurul Fitri Handini Oktaviani, Anti Oktaviani, Mutia Okthaviani, Anggita Oryza Sativa Permas Hikmatunisa , Nenden Pertiwi, Rika Putri Praktisi, Najwa Ananda Pratama, Giar Anugrah Pratiwi, Adinda Dhea Pratiwi, Andita Pratiwi, Putri Anandika Prisscillia Magdalena Putri Puji Rahayu Putri, Audrey Rosdiana Putri, Edis Eriansya Putri, Galuh Meita Putri, Kinanti Dilla Putri, Sherina Herdiana Putri, Zaskia Rachmadini Putriyani, Fenny Radianty, Adya Pramudya Dwi Permata Rahma, Ayang Ranisa Rahmania, Cici Aulia Raidah Syahira Rahman Raidah Syahira Rahman Rakasiwi, Neng Putri Ramadhani, Moza Prameswari Ramadhani, Tasya Ravy, Hun Rina Rohimah Robiah, Siti Rofatannuroh Rofatannuroh Rosmana, Primanita Sholihah Ruswan, Acep Sahrul Hidayat Salsa Maria Salsabila Alifia Prabowo Saputro, Devin Tria Sari, Adesti Novita Sari, Tria Kurnia Septiani Panca Wardani Shavega Julia Robin Sianturi, Kristina Agnes Silvania Nur Jannatin Aliyah Sintia Ulhaq Siti Nur Kholifah Sivania Nur Jannatin Sofyan Iskandar, Sofyan Sri Amelia Supriatna Supriatna Sya'bani, Yahya Rafi Syahira, Khadijah Khansa Sya’bani, Yahya Rafi Syifa, Miana Trsinawati, Puput Ummyatul Salsabila Vivi Nur Utami Wahyuningsih, Liana Walidain, Abdah Birrul Widaningsih, Nurbaiti Syifa Winda Ros Citra Yesi Agustia Yosi Anggia Margaret Tambunan Yudistira, Chantika Putri Yuendi, Esa Cintami Yupi Yuliawati Yusuf, Devianty Zakiyyan, Faza