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PERAN LAYANAN BIMBINGAN DAN KONSELING DALAM PENANGGULANGAN BENCANA Zela Septikasari; Mufied Fauziah; Irvan Budhi Handaka
Prosiding University Research Colloquium Proceeding of The 8th University Research Colloquium 2018: Bidang Teknik dan Rekayasa & Bidang Tekni
Publisher : Konsorsium Lembaga Penelitian dan Pengabdian kepada Masyarakat Perguruan Tinggi Muhammadiyah 'Aisyiyah (PTMA) Koordinator Wilayah Jawa Tengah - DIY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (58.993 KB)

Tujuan penyusunan artikel ini untuk mendeskripsikan peran layanan bimbingan dan konseling dalam penanggulangan bencana yang secara spesifik akan diarahkan pada tiga fase penanggulangan bencana. Penanggulangan bencana dapat diklasifikasikan kedalam tiga fase, yaitu pra bencana, tanggap darurat dan pasca bencana. Tiga fase tersebut memiliki karakteristik penanganan yang berbeda-beda. Fase pra bencana meliputi kegiatan pencegahan, mitigasi atau peringatan dini. Fase tanggap darurat merupakan usaha untuk meringankan penderitaan sementara, memberikan bantuan darurat, pencarian dan pengamanan. Sedangkan Fase pasca bencana meliputi kegiatan pemulihan, rehabilitasi dan rekonstruksi. Pelaksanaan penanggulangan bencana dapat dilakukan dengan efektif menggunakan dasar keilmuan tertentu. Bimbingan dan konseling merupakan salah satu ranah keilmuan yang dapat dimanfaatkan dalam tiga setting fase penanggulangan bencana tersebut sebagai bagian dari fungsi bimbingan dan konseling yaitu fungsi preventif maupun kuratif. Fungsi preventif dalam layanan bimbingan dan konseling dapat dimanfaatkan dalam fase pra bencana untuk meminimalisir dampak bencana yang besar. Fungsi kuratif dapat digunakan dalam fase tanggap darurat maupun fase pasca bencana. Peran bimbingan dan konseling dalam fase tanggap darurat meliputi bantuan untuk meringankan penderitaan yang dialami korban bencana seperti panik, histeris, syok dan lainnya. Sedangkan dalam fase pasca bencana, layanan bimbingan dan konseling dapat dimanfaatkan untuk membantu masalah-masalah psikologis yang dapat dialami oleh korban bencana.

The Integration of Ahmad Dahlan’s Teachings Through Psychoeducation-Based Virtual Reality to Enhance Students’ Peace Salsa Puspita Dwi Djajuli; Wahyu Nanda Eka Saputra; Hardi Santosa; Irvan Budhi Handaka; Salsa Puspita Dwi Djajuli; Wahyu Nanda Eka Saputra; Hardi Santosa; Irvan Budhi Handaka; Rohmatus Naini
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.3

This study aims to test the effectiveness of virtual reality (VR)-based psychoeducation based on the teachings of K.H. Ahmad Dahlan in improving the calmness of vocational high school students. The study used a quantitative approach with a quasi-experimental method through a non-equivalent control group pretest-posttest design. The study participants consisted of 16 11th-grade students identified as having low levels of comfort and were divided into an experimental group and a control group. The experimental group received five sessions of VR-assisted psychoeducation that integrated the spiritual-humanistic values of K.H. Ahmad Dahlan, while the control group received treatment as usual. Data were collected using a validated Peace Scale consisting of 26 items covering aspects of self-harmony, social harmony, and environmental harmony. The instrument demonstrated good reliability with a Cronbach's Alpha coefficient of 0.849. Data analysis was performed using the Mann–Whitney U test to test for differences between groups. The results showed a significant increase in calmness in the experimental group, with the average score increasing from 70.0 to 81.6, while the control group only increased from 70.0 to 73.0. Statistical analysis showed a significant difference between the two groups (p < 0.05). These findings indicate that VR-based psychoeducation integrated with the spiritual-humanistic values of K.H. Ahmad Dahlan is effective in increasing students' calmness and has the potential to be an innovation in guidance and counseling services. However, this study has limitations in the relatively small sample size and short duration of the intervention.

The Integration of Ahmad Dahlan’s Teachings Through Psychoeducation-Based Virtual Reality to Enhance Students’ Peace Salsa Puspita Dwi Djajuli; Wahyu Nanda Eka Saputra; Hardi Santosa; Irvan Budhi Handaka; Salsa Puspita Dwi Djajuli; Wahyu Nanda Eka Saputra; Hardi Santosa; Irvan Budhi Handaka; Rohmatus Naini
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.3

This study aims to test the effectiveness of virtual reality (VR)-based psychoeducation based on the teachings of K.H. Ahmad Dahlan in improving the calmness of vocational high school students. The study used a quantitative approach with a quasi-experimental method through a non-equivalent control group pretest-posttest design. The study participants consisted of 16 11th-grade students identified as having low levels of comfort and were divided into an experimental group and a control group. The experimental group received five sessions of VR-assisted psychoeducation that integrated the spiritual-humanistic values of K.H. Ahmad Dahlan, while the control group received treatment as usual. Data were collected using a validated Peace Scale consisting of 26 items covering aspects of self-harmony, social harmony, and environmental harmony. The instrument demonstrated good reliability with a Cronbach's Alpha coefficient of 0.849. Data analysis was performed using the Mann–Whitney U test to test for differences between groups. The results showed a significant increase in calmness in the experimental group, with the average score increasing from 70.0 to 81.6, while the control group only increased from 70.0 to 73.0. Statistical analysis showed a significant difference between the two groups (p < 0.05). These findings indicate that VR-based psychoeducation integrated with the spiritual-humanistic values of K.H. Ahmad Dahlan is effective in increasing students' calmness and has the potential to be an innovation in guidance and counseling services. However, this study has limitations in the relatively small sample size and short duration of the intervention.

Penguatan Ketahanan Masyarakat melalui Implementasi Pendidikan Bencana dan Livelihood Berbasis Sistem Informasi Desa Bersaudara Zela Septikasari; Irvan Budhi Handaka; Ficky Adi Kurnaiwan; Ningrum Perwitasari; Muhardila Fauziah
Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 4 No. 3 (2026): June: Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/morfologi.v4i3.2921

Indonesia is a country with a high disaster risk, including volcanic eruptions that affect the social, economic, and livelihood conditions of communities. Strengthening community resilience requires an integrated approach that combines disaster education, livelihood development, and community-based disaster management systems. This study aims to analyze the implementation of disaster education and livelihood development based on the Sister Village Information System in strengthening community resilience in Klakah Village, Boyolali Regency, and Gantang Village, Magelang Regency, in facing the risk of Mount Merapi eruption. This study employed a descriptive qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, and analyzed using an interactive analysis model consisting of data condensation, data display, and conclusion drawing. The results show that the Sister Village Information System functions as an integration mechanism for strengthening community capacity, institutional coordination, and sustainable livelihoods. Disaster education improves risk awareness, preparedness, and community participation, while livelihood programs based on local potential support economic recovery and adaptation after disasters. The integration of these approaches demonstrates that community resilience is built not only through disaster response capacity but also through the ability to adapt and sustain social and economic conditions.

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