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MAHASISWA DAN MASYARAKAT BERSINERGI BERSATU DAN BANGKIT BERSAMA DI MASA PANDEMI COVID-19 Aji Permana Putra; Paiman Paiman; Nur Halimah
Gemi: Jurnal Penelitian dan Pengabdian Vol. 1 No. 2 (2022): Gemi
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/gemi.v1i2.1262

Abstract

Thematic KKN with the theme "United and Rising Together with the Community in the Covid-19 Pandemic Period" is a form of education by providing learning experiences for students to train students to increase their capacity by being directly involved and participating in efforts to help the community to prevent, break the chain of the spread of COVID -19, educating people in their own villages/villages/regions to stay alert, keep active by not forgetting the health protocols during the Covid-19 Pandemic, as well as creating a green environment to reduce and prevent global warming and flood disasters due to reduced green land in the community. . The purpose of this activity program is education about preventing COVID-19 with social assistance in the form of distributing basic necessities to the affected poor, as well as making hand soap, planting trees, distributing masks and hand sanitizers, providing vitamins and isoman needs, and planting tree seeds for preparation of group III reforestation program.
Implementasi model pembelajaran Pendidikan Pancasila berbasis kesehatan mental untuk pencegahan bullying Paiman Paiman; Joko Wahono; Ahmad Nasir Ari Bowo; Luqman Novianto; Oktavia Kurnia Wati
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.93993

Abstract

The implementation of Pancasila Education in schools has largely focused on theoretical instruction, with limited integration of mental health perspectives. As a result, teachers often have insufficient understanding of mental health concepts, while students experience various mental health challenges. This study aims to describe and develop an effective mental health–based model for implementing Pancasila Education to prevent bullying. Using an exploratory qualitative approach with a multiple-case study design, the research was conducted in six senior and vocational high schools in Yogyakarta. Data were collected through interviews, observations, and document analysis and were validated through triangulation of methods and data sources. Data analysis followed the interactive model of Miles and Huberman. The findings indicate that the implementation model comprises four key stages: establishing learning identity, identifying learning problems, formulating learning objectives, and implementing learning activities. Teachers function as facilitators who create safe and supportive learning environments, while students actively develop social and emotional awareness. This model positions schools as inclusive learning ecosystems that support character development and bullying prevention.