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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Jurnal Ilmiah Wahana Pendidikan
Ibriza, Falihatul
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Pengaruh Psikoedukasi tentang Bullying terhadap Munculnya Empati pada Siswa Kelas VI MIM Gonilan Basmalah, Mutiara; Ibriza, Falihatul; Syahrani, Mutiara Sukma; Rhomadona, Dhevi Rizky; Sriwulandari, Kartika; Raihana, Ashfi
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 14, No 2 (2024)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v14i2.9169

Abstract

The rise in cases of bullying committed by students has a detrimental impact not only on the victims but also on the perpetrators. This impact is not only felt during the period when bullying behavior occurs but can continue until the perpetrator and victim enter adulthood. This bullying problem must be addressed in several ways, one of which is psychoeducation. This research aims to determine the effect of providing information about bullying on the emergence of empathy in class VI students at MIM Gonilan. The method used in this research is a quantitative experimental one-group pre-and post-test design. The sample in this study was 47 class VI students at MIM Gonilan. After being given the material, students were given a pre-test and post-test to determine the level of student empathy in cases of bullying. The results of the analysis show the value of Asymp. Sig. (2-tailed) is 0.004 <0.05, indicating a significant difference between the pre-test and post-test. This shows the importance of providing bullying material and each student's empathy.
Between Lesson Planning And Classroom Implementation: A Systematic Literature Review Ibriza, Falihatul; Ningsih, Nurma Mutiara
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 12.D (2025): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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Abstract

This research conducts a systematic literature review (SLR) to examine how lesson planning aligns with its actual implementation in classroom environments, with a particular focus on English as a Foreign Language (EFL) Settings. Although lesson planning is widely recognized as essential for effective teaching, numerous studies reveal ongoing difficulties in translating plans into practice, often due to institutional limitations, unexpected classroom situations, and mismatches in pedagogical approaches. Drawing upon Constructivist Learning Theory and the framework of Pedagogical Content Knowledge (PCK), this review synthesizes evidence from 24 peer-reviewed empirical studies, all selected using a rigorous protocol based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The analysis identifies four central themes: factors contributing to gaps between planning and execution, strategies teachers employ to bridge these gaps, the importance of reflective practice, and the impact of contextual and institutional influences. Employing the PRISMA framework strengthens the transparency, reproducibility, and methodological rigor of the review. The findings offer actionable recommendations for educators, policymakers, and curriculum designers, emphasizing the importance of integrating flexible, reflective, and context-sensitive planning approaches that can respond effectively to the shifting needs of students and the realities of classroom instruction.
Co-Authors Basmalah, Mutiara Ningsih, Nurma Mutiara Raihana, Ashfi Rhomadona, Dhevi Rizky Sriwulandari, Kartika Syahrani, Mutiara Sukma