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All Journal Cakrawala Pendidikan Jurnal Pendidikan Humaniora Humanitas: Indonesian Psychological Journal Persona: Jurnal Psikologi Indonesia Indonesian Journal of Disability Studies JIP (Jurnal Intervensi Psikologi) Jurnal Psikologi Integratif Tumbuh Kembang Journal An-Nafs: Kajian Penelitian Psikologi Al Ishlah Jurnal Pendidikan Inklusi Journal of Disability Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Inquiry: Jurnal Ilmiah Psikologi Jurnal Psikologi Teori dan Terapan PEDAGOGIA AL-ATHFAL : JURNAL PENDIDIKAN ANAK Journal of Psychological Science and Profession Perspektif Ilmu Pendidikan VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Journal of Educational Research and Evaluation Jurnal EDUCATIO: Jurnal Pendidikan Indonesia PSYCHE 165 Journal Psikogenesis Jurnal Ilmiah Psikologi Mind Set Provitae: Jurnal Psikologi Pendidikan Psychosophia: Journal of Psychology, religion, and humanity Jurnal Paedagogy Journal of Innovation in Educational and Cultural Research G-Couns: Jurnal Bimbingan dan Konseling Psikoborneo : Jurnal Ilmiah Psikologi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JPI (Jurnal Pendidikan Inklusi) Edu Cendikia: Jurnal Ilmiah Kependidikan MANASA, Jurnal Ilmiah Psikologi Psyche 165 Journal Psycho Idea Psychological Research on Urban Society Buletin Psikologi International Journal of Science Education and Cultural Studies Eduvest - Journal of Universal Studies Eruditio : Indonesia Journal of Food and Drug Safety JIP (Jurnal Intervensi Psikologi) SOSIO KONSEPSIA: JURNAL PENELITIAN DAN PENGEMBANGAN KESEJAHTERAAN SOSIAL KONSELOR Journal An-Nafs: Kajian Penelitian Psikologi Jurnal Pendidikan Anak Jurnal Pendidikan Progresif
Kurniawati, Farida
Fakultas Psikologi Universitas Indonesia
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Parental Involvement on Career Decision-Making among Students in Collectivist Cultures : A Systematic Literature Review on High School and Undergraduate Students in Asian Countries Damas, Risa Ramadhany; Kurniawati, Farida
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 1 (2025): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.13905

Abstract

This study aims to analyze the impact of parental involvement on career decision-making in collectivist cultures. This study employed a systematic literature review method adapted from PRISMA framework guidelines. Qualitative data collection techniques were employed, followed by thematic analysis for data interpretation. The article was searched using six online databases: Scopus, Sage Journals, SpringerLink, ProQuest, Google Scholar, and ScienceDirect. A total of 14 articles were obtained, focusing on high school and undergraduate students in Asian countries such as China, Indonesia, and South Korea. The data analysis technique for this research used a thematic analysis approach. As a result, parental involvement, through emotional support, guidance, and direct participation, significantly enhances career decision self-efficacy but may also limit autonomy due to cultural expectations. Furthermore, these results also show that students’ gender and parenting style were found to significantly influence career decision-making. The findings emphasize understanding cultural dynamics to guide educators, counselors, and policymakers in supporting students' career development. Further research is recommended to explore qualitative and mixed-method approaches to better capture the subjective and contextual experiences of students and parents in collectivist cultures. Additionally, examining comparisons between collectivist and individualist cultures could provide valuable insights into how different cultural frameworks influence career decision-making processes.
Fostering Creativity in Primary Education: A Literature Review of Creative Pedagogy Strategies, Facilitators, and Barriers Nurani Fitriyah; Farida Kurniawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7057

Abstract

Creativity is increasingly recognized as a core 21st-century competency in global education reforms, particularly in primary education where early creative development is critical. Lin’s Creative Pedagogy framework—integrating creative teaching, teaching for creativity, and creative learning—offers a holistic approach. However, most existing research examines these components in isolation, and systematic reviews focusing on primary education and recent developments remain limited. This study conducted a systematic literature review to explore strategies, facilitators, and barriers related to creative pedagogy in primary education from 2014 to 2024. Following PRISMA guidelines, 25 peer-reviewed empirical studies were selected from Scopus, Taylor Francis, and Google Scholar databases. The analysis identified a range of student-centered pedagogical strategies, including problem-based, project-based, experiential, game-based, art-based, and STEM-based approaches. These methods were found to enhance student engagement, critical thinking, and creativity. Key facilitators of creative pedagogy included supportive school environments, ongoing professional development, and teachers’ self-efficacy. Conversely, common barriers included cultural expectations, high-stakes assessment systems, time constraints, and inflexible classroom structures. This review offers a contemporary synthesis of creative pedagogy in primary education, highlighting both progress and persistent challenges. By mapping recent trends and implementation factors, the study contributes to a deeper understanding of how creativity can be more effectively integrated into early education. The findings offer practical insights for educators, policymakers, and researchers aiming to foster creativity-driven learning environments in primary schools.
Strengthening Inclusive Education by Examining Factors Affecting Universal Design for Learning (UDL) Implementation in Elementary School: A Systematic Literature Review Dea Karlina; Farida Kurniawati; Wahyuni Christyani Martono
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6468

Abstract

Universal Design for Learning (UDL) is widely recognized as a framework to foster inclusive education, yet its successful adoption in elementary schools depends on multiple contextual and motivational factors. This study investigates how UDL is implemented and what drives teachers to adopt its principles. A systematic literature review (SLR) was conducted following PRISMA guidelines. Four databases (Scopus, ScienceDirect, Taylor Francis, and ProQuest) were searched using defined keywords and Boolean operators. Studies published between 2014 and 2024 that addressed UDL implementation in elementary schools were considered. After screening and applying inclusion and exclusion criteria, 12 empirical studies were selected. Self-Determination Theory (SDT) was used as the analytical lens to examine how autonomy, competence, and relatedness influence teachers’ motivation in adopting UDL. The synthesis identified key factors affecting UDL implementation, including teacher self-efficacy, knowledge of UDL principles, access to resources, professional development, and supportive school leadership. Teachers’ motivation, shaped by psychological needs, played a decisive role in sustaining UDL practices. Reported benefits of UDL included improved student engagement, equitable access to learning, reduced barriers for learners with disabilities, and enhanced instructional flexibility for teachers. This review highlights that both psychological motivation and institutional support are crucial for effective UDL implementation in elementary schools. Strengthening teacher training, fostering collaboration, and ensuring adequate resources are essential strategies to promote inclusive classrooms. The study provides theoretical and practical insights for educators and policymakers seeking to advance inclusive education through UDL.
Unpacking the Pedagogical Mechanisms of Storytelling for Empathy Development in Early Childhood: A PRISMA-Based Systematic Review Dewi, Marvella Cynthia; Kurniawati, Farida
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp195-210

Abstract

This systematic literature review synthesizes empirical evidence on how different storytelling modalities, traditional oral storytelling, picture books, drama-based storytelling, digital storytelling, and multisensory approaches support empathy development in children aged 0-8 years. The review maps intervention designs, identifies targeted empathy dimensions, and examines underlying pedagogical mechanisms. Following PRISMA 2020 guidelines, a systematic search was conducted across four academic databases (Taylor & Francis Online, ProQuest, Scopus, and ScienceDirect). Eight peer-reviewed empirical studies met the inclusion criteria and were analyzed using descriptive and thematic synthesis. Storytelling interventions were generally associated with improvements in emotion recognition, perspective-taking, and prosocial tendencies, with stronger effects observed in interactive, moral, and culturally grounded storytelling. Digital and multisensory approaches showed potential to enhance emotional engagement, although evidence remains limited. Storytelling is a developmentally appropriate and promising approach for fostering empathy in early childhood. However, findings should be interpreted cautiously due to methodological heterogeneity. Further longitudinal and rigorously controlled research is needed. Keywords: storytelling, empathy, early childhood, social emotional learning.
Konstruksi Alat Ukur Interaksi Guru-Siswa di Sekolah Dasar Inklusif Kurniawati, Farida
INKLUSI Vol. 5 No. 1 (2018)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (603.116 KB) | DOI: 10.14421/ijds.050101

Abstract

Teacher effectiveness is reflected, among other things, on how they interact with students. This study was aimed at developing a reliable and valid teacher-student interaction scale to be used in inclusive primary schools. Collection of items (item pool) was conducted through literature study and focus group discussion, followed by content validity analysis. Factorial validity and internal consistency were examined by administering the scale to 101 teachers working in various inclusive primary schools in Jakarta. Factor analysis yielded three domains on teacher-student interaction with α = 0. 93. The three domains were emotional support (p = 0.11, RMSEA = 0.05, GFI = 0.91), classroom management (p = 0.13, RMSEA = 0.05, GFI = 0.90), and instructional support (p = 0.05, RMSEA = 0.06, GFI = 0.90). Convergence validity testing is recommended in subsequent research. Increased external validity can be achieved by involving teachers with a variety of demographic factors.[Efektivitas guru dalam mengajar tercermin antara lain dalam bagaimana guru berinteraksi dengan siswa. Studi ini bertujuan untuk menyusun alat ukur interaksi guru–siswa yang reliabel dan valid untuk digunakan dalam konteks pendidikan inklusif di tingkat sekolah dasar. Pengumpulan aitem (item pool) dilakukan berdasarkan studi literatur dan diskusi kelompok terfokus, lalu dilakukan pengujian validasi konten. Validitas faktorial dan konsistensi internal dilakukan dengan melibatkan 101 guru yang mengajar di berbagai sekolah dasar inklusif di Jakarta. Analisa faktor menghasilkan tiga ranah (domain) interaksi guru-siswa dengan α = 0. 93. Ketiga ranah tersebut adalah dukungan emosional (p = 0.11, RMSEA = 0.05, GFI = 0.91), manajemen kelas (p = 0.13, RMSEA = 0.05, GFI = 0.90), dan dukungan instruksional (p = 0.05, RMSEA = 0.06, GFI = 0.90). Pengujian validitas konvergen direkomendasikan dalam penelitian selanjutnya. Peningkatan validitas eksternal dapat dilakukan dengan melibatkan guru dengan beragam faktor demografis.]
Literacy Skills Intervention Program in Preschoolers with Speech Sound Disorder Amidha, Siti Anisa; Kurniawati, Farida
Psikoborneo: Jurnal Ilmiah Psikologi Vol 11, No 1 (2023): Psikoborneo: Jurnal Ilmiah Psikologi
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikoborneo.v11i1.10105

Abstract

Speaking skill is considered imperative at various age categories, including preschool age. Speech sound disorder, or SSD, is classified as a communication disorder that hinders a person from producing the right sound. This issue then becomes substantial because the ability of young children to speak is one of the main aspects of literacy, which is needed at later age categories. This research aims to collect scientific studies that examine interventions related to the literacy of preschoolers with SSD. Based on three databases (i.e., SAGE, ScienceDirect, ProQuest), six scientific studies are relevant to this research topic and its characteristics. The results of this study indicate four aspects of literacy skills that preschoolers with SSD tend to lack: phonological awareness, articulation, vocabulary, and print knowledge. Additionally, the involvement of the social environment, such as parents and educators, is mentioned to be an essential factor in the success of literacy interventions given to preschoolers with SSD. These findings can be used as reference material to be adapted in the context of SSD and literacy in preschoolers in Indonesia.Keterampilan seseorang dalam berbicara tergolong penting pada berbagai jenjang usia, tidak terkecuali saat usia prasekolah. Speech Sound Disorder atau SSD merupakan gangguan komunikasi yang menghambat seseorang dalam memproduksi bunyi suara yang tepat. Hal ini kemudian menjadi isu substansial sebab kemampuan anak usia dini dalam berbicara merupakan salah satu aspek utama dalam literasi, yang dibutuhkan pada jenjang-jenjang usia selanjutnya. Penelitian ini bertujuan untuk menghimpun studi-studi ilmiah yang mengkaji intervensi yang berkaitan dengan kemampuan literasi anak prasekolah dengan SSD. Berdasarkan pencarian melalui tiga database (i.e., SAGE, ScienceDirect, ProQuest), didapati enam studi ilmiah yang relevan dengan topik dan karakteristik penelitian ini. Hasil dari penelitian ini menunjukkan bahwa terdapat empat aspek kemampuan literasi yang anak prasekolah dengan SSD cenderung kurang kuasai yakni kesadaran fonologis (phonological awareness), artikulasi, kosa kata, dan pengetahuan buku (print knowledge). Selain itu, keterlibatan lingkungan sosial seperti orangtua maupun tenaga pendidik dikatakan sebagai faktor esensial dalam keberhasilan intervensi literasi yang diberikan pada anak prasekolah dengan SSD. Temuan ini kemudian dapat menjadi bahan referensi untuk diadaptasi pada konteks SSD dan literasi pada anak prasekolah yang ada di Indonesia. 
Intervention Program to Increase Parental Acceptance of Children with Special Needs Safitri, Fathia Afrazayne; Kurniawati, Farida
Psikoborneo: Jurnal Ilmiah Psikologi Vol 11, No 1 (2023): Psikoborneo: Jurnal Ilmiah Psikologi
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikoborneo.v11i1.10069

Abstract

Condition of special need child can affect parental acceptance, thus affecting the parenting practice and development of special need child. Various intervention programs with various methods have been developed to increase parental acceptance towards special need child. Based on this phenomenon this systematic literature review was conducted to give details of intervention programs that have been found could increase parental acceptance towards special need child. There are 5 studies used in this systematic literature review that has been screened from 5 online databases, namely Taylor & Francis, ScienceDirect, SpringerLink, Google Scholar, and PubMed. Participants were parents of special need children, including Intellectual Disability (ID), Deaf, Autism, Pervasive Development Disorder (PDD), and Cerebral Palsy (CP). The result of this systematic literature review shows that understanding of special need child, religious approach, as well as awareness of parents’ emotions can help increase parental acceptance towards special need child. Method that can be used in delivering intervention materials including lectures, questions and answer, video, self-reflection, case study, and “homework”. Result of discussion from systematic literature review can provide scientific references for development of intervention programs for parental acceptance towards special need child.Kondisi anak berkebutuhan khusus dapat memengaruhi penerimaan orang tua. Penerimaan orang tua memengaruhi pengasuhan yang diterapkan dan perkembangan anak berkebutuhan khusus. Program intervensi dengan berbagai metode pun dikembangkan untuk meningkatkan penerimaan orang tua terhadap anak berkebutuhan khusus. Berdasarkan hal ini tinjauan pustaka sistematis dapat membantu menggambarkan program intervensi dalam meningkatkan penerimaan orang tua terhadap anak berkebutuhan khusus. Terdapat 5 studi yang dikaji dari hasil penyaringan lima basis data daring, yakni Taylor & Francis, ScienceDirect, SpringerLink, Google Scholar, dan PubMed. Partisipan merupakan orang tua dari anak berkebutuhan khusus, yang meliputi disabilitas intelektual, Tuli, Autisme, Pervasive Development Disorder (PDD), dan Cerebral Palsy (CP). Tinjauan pustaka sistematis menunjukkan bahwa pemahaman terkait anak berkebutuhan khusus, pendekatan melalui agama, serta kesadaran orang tua terhadap emosi membantu meningkatkan penerimaan terhadap anak berkebutuhan khusus. Metode yang dapat digunakan dalam proram intervensi pun antara lain ceramah, tanya-jawab, video, refleksi diri, studi kasus, dan “pekerjaan rumah”. Hasil pembahasan dari tinjauan pustaka sistematis dapat memberikan referensi ilmiah dalam pengembangan program intervensi penerimaan orang tua terhadap anak berkebutuhan khusus.
Efektivitas Program SADARI terhadap Pemahaman Caregiver dalam Dukungan Kemandirian Anak Usia 5–7 Tahun : The Effectiveness of the SADARI Program on Caregiver Understanding in Supporting the Independence of Children Aged 5–7 Years Noviyanti, Evi; Kurniawati, Farida
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 03 (2025): Research Articles, December 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i03.7658

Abstract

Independence is a crucial developmental task for children aged 5–7 years and requires caregiver support. However, caregivers' limited understanding often hinders optimal support for child independence. Therefore, structured training is needed to improve caregivers' understanding of child independence support. This study used a one-group pretest–posttest design with 13 caregivers. The intervention, in the form of SADARI (Sadar Dukung Anak Mandiri) training, was conducted face-to-face in four sessions, covering the concept of child independence, the role of caregivers, and practical strategies through the BICARA approach. Caregivers' understanding was measured before and after the intervention using an adaptation of the Vineland Social Maturity Scale (Doll, 1965). Data were analyzed using paired samples t-tests and Wilcoxon Signed-Rank tests to determine differences in pre-test and post-test scores. There was a significant increase in caregiver understanding scores between post-test and post-test 1 (t(13) = ?4.59; p < .001; Wilcoxon p = .003), and between post-test and post-test 2 (t(13) = ?3.24; p = .006; Wilcoxon p = .008). Descriptively, the average understanding score increased from 105 in the post-test to 117 in post-test 1 and 121 in post-test 2. Although scores fluctuated for some individuals, observations and quiz evaluations showed that the majority of caregivers understood the concept of child independence, the BICARA strategy, and their role in daily caregiving practices. SADARI training was proven effective in improving caregivers' cognitive understanding of how to support the independence of children aged 5–7 years. However, this increase was still limited to understanding and was not fully reflected in caregiving practices, which were influenced by caregiving experience and required further guidance to encourage changes in caregiver behavior.
Co-Authors AA Sudharmawan, AA Airin Yustikarini Saleh Aldri Frinaldi Alza, Nadatuljannah Ambar M.R.S Amidha, Siti Anisa Anita Cristy Anjani, Siti Dwita Arina Isyalhana Arman, Andi Nur Zamzam Atikah, Denisa Nurul Ayuningtyas, Aradewi Laksmi Bijak Aditia Hutomo Bodrorini, Nany Brigitta Dyah Utami Immanuella Citraningrum, Dian Asri Cut Mellyza Rizka Damas, Risa Ramadhany Dea Karlina Denisa Nurul Atikah Dewi Kumalasari Dewi, Marvella Cynthia Dias Amartiwi Putri Gavinta Dina Permata Sari Dominika Arthalia Ayunda Putri Dwintasari, Yulinda Elizabeth Kristi Poerwandari, Elizabeth Kristi Eunike Karina Nadine Matitaputty Faradilla, Ayuzha Tidar Fatin Rohmah Wahidah Firosyana Rizki Amalia Handayani, Eko Handayani, Eko Handayani, Izmi Hanifah Sabila Hasna Hafizhah Salma Hesti Purnamasari Hutomo, Bijak Aditia Intan, Reno Irene Cathrin Shalomnita Hale Isyalhana, Arina Izmi Handayani Jarar, Syeda Parsa Jaswandi, Lathiffida Noor Jayati, Eva Agustina Jesslin, Jesslin Jimny Hilda Fauzia Josiana Levyadi Karima, Raisa Karimah, Afifah Nurul Karina Adistiana Kharisma Hakiki Kusumasari Kartika Hima Darmayanti Lusianti, Erita Maridha Normawati Matitaputty, Eunike Karina Nadine Maulidina, Nila Alya Mujiati, Sri Nina Oktarina Nisa, Aulia Zahratun Nissa Amalia Novianti, Amalia Noviyanti, Evi Nurani Fitriyah Nurfitriyanie Nurfitriyanie Pinta Palupi Primasari Rafika Tasya Nesia Rahmania El Barusi, Atika Reno Intan Reno Intan Risa Ramadhany Damas Risma Uli, Aan Rose Mini Agoes Salim Sabila, Hanifah Safitri, Fathia Afrazayne Safitri, Shahnaz Santi Maria Permatasari Septiana Arini Situmorang, Dominikus David Biondi Sulistami Prihandini Tjut Rifameutia Tjut Rifameutia Tjut Rifameutia Utami, Nadia Rahma Utami, Rany Aprilia Vermila, Ayu Wahyuni Christyani Martono Zahara Zahara