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MENINGKATKAN KEMAMPUAN BANTU DIRI ANAK AUTISTIK MELALUI METODE INTERVENSI DAN TINGKAT KECERDASAN Karsih Karsih
Perspektif Ilmu Pendidikan Vol 26 No XVII (2012): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

The objective of this research was to investigate the effect of intervention method and intelligence level on the improvement of autistic childrenâ€™s self-help skills. This experimental research was conducted at TLPA Pelita Hati, Jakarta as from September through December 2010 involving 12 samples with different intelligence levels from the total population of 24 children. Employing Analysis of Variance (ANOVA) and t-test toward four null hypotheses, the results of the study indicate that: (a) the improvement of self help skills of autistic children given Visual Method is more significant than those with the Lovaas Method, (b) the autistic children of high intelligence get better intervention by Visual Method than the Lovaas Method, (c) the autistic children of low intelligence get better intervention by Lovaas Method, and (d) there is an interaction effect of intervention method and intelligence level on the improvement of autistic childrenâ€™s self-help skills. The findings are expected to be beneficial to autistic therapist, teachers, parents, and special educational managers

PROFIL SOCIAL SELF OF WELLNESS MAHASISWA STRATA 1 FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI JAKARTA Nursamsiah Nursamsiah; Endang Setiyowati; Karsih Karsih
INSIGHT: Jurnal Bimbingan Konseling Vol 4 No 2 (2015): Insight: Jurnal Bimbingan dan Konseling
Publisher : Program Studi Bimbingan dan Konseling, Universitas Negeri Jakarta

Abstrak Penelitian ini bertujuan untuk mengetahui profil social self of wellness mahasiswa Strata 1 Fakultas Ilmu Pendidikan Universitas Negeri Jakarta. Metode yang digunakan adalah deskriptif dengan jenis penelitian survei. Populasi dalam penelitian ini adalah seluruh mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Jakarta angkatan 2014, 2013, 2012, dan 2011 yang berjumlah 3.291 mahasiswa, dengan jumlah sampel sebanyak 317 responden, menggunakan teknik proportionate stratified random sampling. Pengumpulan data dilakukan dengan menggunakan instrumen social self yang dikembangkan dari dimensi model the indivisible self dalam teori wellness yang dikemukakan oleh Myers dan Sweeney. Analisis data hasil penelitian menggunakan teknik statistik deskriptif. Hasil penelitian menunjukkan bahwa 53,9% (171 mahasiswa) berada pada kategori tinggi, 46,1% (146 mahasiswa) berada pada kategori sedang dan tidak ada mahasiswa pada kategori rendah. Kesmipulan dari penelitian ini adalah sebagian besar mahasiswa berada pada ketegori tinggi yang artinya mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Jakarta memiliki kemampuan social self yang baik. Kata Kunci : Wellness, Social Self, Mahasiswa

Self-compassion as protective factor against emotion regulation difficulties, self-criticism and daily hassle among female college students Eka Wahyuni; Wening Cahyawulan; Karsih karsih; Arga Satrio Prabowo
Jurnal Konseling dan Pendidikan Vol 10, No 2 (2022): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/177500

Female college students face several daily hassles along with their responsibility as a student especially during learning from home policy. The purpose of this study was to explore the role of self-compassion as a protective factor against emotion regulation difficulties and self-criticism among female students with consideration of their daily hassles. The correlative investigation model was employed in this study. The study sample was 870 female university students aged 17 to 24 years old. The correlation analysis indicated that daily hassle was positively correlated with emotion regulation difficulties and self-criticism. On the hand, emotion regulation difficulties, self-criticism, and daily hassle are negatively correlated with self-compassion. The path analysis indicated that increased daily hassle was directly associated with lower self-compassion, which in turn was associated with higher emotion regulation difficulties and self-criticism. Self-compassion was found to have a direct link to emotion regulation difficulties and self-criticism. Cultivation of self-compassion may have benefits for female college students to cope with their daily hassles.

THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND RESILIENCE AND SUBJECTIVE STUDENT WELL-BEING: A SYSTEMATIC REVIEW OF LITERATURE Sheren Wifa Siltata; Herdi Herdi; Karsih Karsih
Jurnal Konseling Pendidikan Islam Vol. 6 No. 3 (2025): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v6i3.939

This study aims to examine the relationship between social support and resilience with students’ subjective well-being through a Systematic Literature Review (SLR) approach. The review analyzed three peer-reviewed articles published within the last five years that met specific inclusion criteria. Findings reveal that social support from family, peers, and the academic environment plays a crucial role in enhancing both resilience and students’ subjective well-being. Resilience acts as a mediator that strengthens the effect of social support on well-being, showing that highly resilient individuals are better equipped to cope with stress and maintain psychological health. The reviewed studies consistently demonstrate that social support and resilience significantly contribute to life satisfaction, positive emotions, and students' mental well-being. These findings highlight the importance of developing social support-based interventions and resilience training as strategic efforts to enhance adolescents' subjective well-being within educational settings.

THE EFFECTIVENESS OF ACCEPTANCE AND COMMITMENT THERAPY (ACT) TECHNIQUES IN COUNSELING TO REDUCE AGGRESSION BEHAVIOR: LITERATURE REVIEW Juni Fajar Sari; Eka Wahyuni; Karsih Karsih
Jurnal Konseling Pendidikan Islam Vol. 6 No. 3 (2025): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v6i3.942

This article reports the results of a systematic review of articles published between 2020 and 2025 that specifically examine the effectiveness of Acceptance and Commitment Therapy (ACT) techniques in counseling to reduce aggressive behavior. The databases used are Semantic Scholar, PubMed, and DOAJ. Articles selected from various databases use the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. The results of the analysis of five selected articles revealed that ACT is effective in reducing aggressive behavior in both school and college students. When compared to Beck cognitive therapy and CBT, ACT is more effective in reducing aggressive behavior. In ACT therapy sessions, clients' feelings of anger, hostility and all types of verbal and physical aggression are accepted and the feelings associated with them are expressed and adjusted in feedback with group members. If the client's negative feelings are softened during the ACT therapy session, and if they recognize their personal values and turn them into desired behavioral goals, then mental peace will be achieved, thereby reducing aggressive behavior. The results of this study support the use of ACT as an effective approach to help students reduce their aggressive behavior in a more adaptive manner.

APPLICATION OF MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) TO IMPROVE SELF-REGULATION IN STUDENTS EXPERIENCING SCHOOL DISENGAGEMENT: A LITERATURE REVIEW Klaudia Sartika Dabur; Eka Wahyuni; Karsih Karsih
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.975

School disengagement is a common problem, which can negatively impact students' motivation, academic performance, and emotional well-being. Mindfulness-based cognitive therapy has shown promise for addressing these challenges by improving self-regulation and reducing school disengagement. This systematic review analyzed recent literature (2019-2025) from databases such as Google Scholar, Scopus, and PubMed, by selecting relevant studies through PRISMA. Findings showed that mindfulness-based cognitive therapy significantly improved emotion regulation, awareness, and coping strategies, while reducing anxiety and stress among students, and promoting increased engagement in learning. OveralSchool disengagement is a common problem, which can negatively impact students' motivation, academic performance, and emotional well-being. Mindfulness-based cognitive therapy has shown promise for addressing these challenges by improving self-regulation and reducing school disengagement. This systematic review analyzed recent literature (2019-2025) from databases such as Google Scholar, Scopus, and PubMed, by selecting relevant studies through PRISMA. Findings showed that mindfulness-based cognitive therapy significantly improved emotion regulation, awareness, and coping strategies, while reducing anxiety and stress among students, and promoting increased engagement in learning. Overall, mindfulness-based cognitive therapy is an effective approach to improve self-regulation and reduce student disengagement in school. The potential integration of mindfulness-based cognitive therapy in psychological prevention and intervention programs in the school setting is important to support the improvement of students' well-being and academic success, particularly through strengthening self-regulation skills and reducing factors that lead to school disengagement.l, mindfulness-based cognitive therapy is an effective approach to improve self-regulation and reduce student disengagement in school. The potential integration of mindfulness-based cognitive therapy in psychological prevention and intervention programs in the school setting is important to support the improvement of students' well-being and academic success, particularly through strengthening self-regulation skills and reducing factors that lead to school disengagement.

THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND RESILIENCE WITH STUDENTS' SUBJECTIVE WELL-BEING A SYSTEMATIC REVIEW OF THE LITERATURE Sheren Wifa Siltata; Herdi Herdi; Karsih Karsih
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1557

This study aims to examine the relationship between social support and resilience with students’ subjective well-being through a Systematic Literature Review (SLR) approach. The review analyzed three peer-reviewed articles published within the last five years that met specific inclusion criteria. Findings reveal that social support from family, peers, and the academic environment plays a crucial role in enhancing both resilience and students’ subjective well-being. Resilience acts as a mediator that strengthens the effect of social support on well-being, showing that highly resilient individuals are better equipped to cope with stress and maintain psychological health. The reviewed studies consistently demonstrate that social support and resilience significantly contribute to life satisfaction, positive emotions, and students' mental well-being. These findings highlight the importance of developing social support-based interventions and resilience training as strategic efforts to enhance adolescents' subjective well-being within educational settings.

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