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All Journal Dharmawangsa: International Journal of the Social Sciences, Education and Humanitis EPISTEMOLOGI : Jurnal Pengabdian Masyarakat dan Penelitian
Andi Suhendra Siregar
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Religion Humanities Education Social Sciences Other

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IMPLEMENTATION SOCIAL PERSONAL GUIDANCE PROGRAM IN DEVELOPING STUDENT'S EMOTIONAL INTELLIGENCE AT ISLAMIC SENIOR HIGHT SCHOOL (MAL) UIN SU MEDAN Abdurrahman Abdurrahman; Yafizham Yafizham; Andi Suhendra Siregar
Dharmawangsa: International Journal of the Social Sciences, Education and Humanitis Vol 1, No 4 (2020): Social Sciences, Education and Humanities
Publisher : Universitas Dharmawangsa Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46576/ijsseh.v1i4.1429

Abstract

The purpose of this research is to find out the implementation of the Social Personal Guidance Program in Developing Students' Emotional Intelligence at Islamic Senior High School (MAL) UIN SU Medan. This study used a qualitative field method with data collection techniques using interviews, observation, and documentation. The results showed that: 1) The Concept of Social Personal Guidance in Developing Student Emotional Intelligence at Islamic Senior High School(MAL) UIN North Sumatra is a counseling teacher giving direction to students related to personality problems or social and social morals, by using independent and group methods, 2) Implementation of Social Personal Guidance in Developing Student's Emotional Intelligence at Islamic Senior High School (MAL) UIN North Sumatra is carried out on a scheduled basis and carried out by two methods, namely independently and in groups. Also, the social personal guidance process is assisted by the homeroom teacher and parents of each student, 3) Barriers to Implementing Social Personal Guidance in Developing Student Emotional Intelligence at Islamic Senior High School (MAL) UIN North Sumatra are a) lack of awareness of students in following and practice the guidance that has been given, b) lack of parental attention, c) the limited number of BK teachers, and d) limited facilities. 4) Efforts Made in Overcoming Barriers to Social Personal Guidance in Developing Student's Emotional Intelligence at Islamic Senior High School (MAL) UIN North Sumatra are a) making students aware of the seriousness of students in following the guidance process, b) increasing the number of BK teachers, c) involving the participation of teachers others, especially homeroom teachers, d) maximize the role of the principal in overseeing the counseling process
Parental Mentoring in Supporting Children’s Home Learning Activities in Percut Sei Tuan Andi Suhendra Siregar
EPISTEMOLOGI : JURNAL PENGABDIAN MASYARAKAT DAN PENELITIAN Vol. 3 No. 2 (2025): November
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/epistemologi.v3i2.643

Abstract

Parental involvement is a crucial factor in supporting children’s learning processes, particularly within the home environment where learning habits and character development are formed. However, many parents face challenges in effectively assisting their children due to limited pedagogical knowledge, time constraints, and lack of guidance on appropriate learning strategies. This community service program aimed to empower parents with the knowledge and skills needed to support their children’s learning activities at home. The program employed a participatory and educational approach involving parents of elementary school-aged children. The activities were conducted through needs assessment, educational workshops, group discussions, guided practice, and evaluation sessions. The materials focused on effective home-based learning strategies, time management, positive parent–child communication, and the creation of a conducive learning environment. Data were collected through observations, questionnaires, and participants’ reflections, and analyzed descriptively to evaluate the program’s outcomes. The results indicate that the parental assistance program positively influenced parents’ understanding, attitudes, and practices in supporting children’s learning. Parents demonstrated increased confidence in organizing learning schedules, assisting with assignments, and motivating their children through supportive and empathetic approaches. Additionally, parents reported improvements in children’s learning motivation, engagement, and adherence to study routines at home. Despite these positive outcomes, challenges related to parents’ time availability and diverse educational backgrounds were identified. These findings suggest the importance of flexible program design and continuous support to ensure sustainability. Overall, this community service initiative highlights the effectiveness of empowering parents as active partners in children’s education and contributes to the development of collaborative school–family relationships that enhance the quality of home-based learning
Co-Authors Laksono Trisnantoro Yafizham Yafizham