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All Journal FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan International Journal of Education, Vocational and Social Science
Akhmad rudi masrukhin
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Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Development of a Foundation Phase Curriculum based on Multiple Intelligences Integrated with Technology Content and Local Wisdom Akhmad Rudi Masrukhin; Finadatul Wahidah; Umah Amrela; Zety Yusmira
International Journal of Education, Vocational and Social Science Vol. 2 No. 02 (2023): May, International Journal of Education, vocational and Social Science (IJEVSS
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v2i02.536

Abstract

The theory of multiple intelligences was first introduced by Howard Gardner in 1983 in his book Frames of Mind: The Theory of Multiple Intelligences. This theory proposes that intelligence cannot only be measured by one IQ test but that there are many different types of intelligence. As an educator or parent, it is important to recognize what intelligence is dominant in AUD and provide learning experiences that suit the child's intelligence. This will help AUD develop optimally in various aspects of his intelligence. Curriculum development is a cyclical process that never has a starting point or an endpoint because curriculum development is a process that relies on elements in the curriculum, which include objectives, methods and materials, assessment and feedback. The stages of curriculum development include goal setting, material selection, curriculum writing, curriculum implementation, and evaluation of ongoing implementation. This research was conducted at the Jember Regency PAUD institution. The approach used is qualitative with a case study type of research. The techniques used are observation, interviews and documentation. The results of this research are that curriculum development begins with characteristics analysis and needs analysis. This is done to formulate a vision, mission and goals. Next, strategies are prepared to achieve the goals. Organize the Intracurricular, Extracurricular and P5 PPRA curriculum in the foundation phase curriculum. From organizing the learning, the learning outcomes are described into topics, sub-topics and sub-subtopics. From the results of the translation into sub-topics, learning plans and teaching modules are then prepared. The learning plan that will be implemented will be based on multiple intelligences and integrated with technology content and local wisdom. The final stage is an evaluation carried out reflectively.
Effectiveness of Behavior Contract–Based Group Counseling in Reducing Truancy among Junior High School Students Khoirul Rizki, Defri; Akhmad Rudi Masrukhin; Hakim, Faisol
FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Vol. 9 No. 2 (2026): Vol 9, No 2 Maret 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/fokus.v9i2.31008

Abstract

This study aimed to examine the effectiveness of behavior contract–based group counseling in reducing truancy behavior among junior high school students. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants consisted of 11 seventh-grade students identified through a needs assessment as having high levels of truancy. Data were collected using a validated truancy behavior questionnaire. Data analysis was conducted using the Wilcoxon Signed-Rank Test. The results showed a decrease in the mean truancy score from 66.73 in the pretest to 54.18 in the posttest, with a Z value of −3.059 and a significance level of 0.001 (p < 0.05). These findings indicate that group counseling integrated with behavior contract techniques is effective in reducing truancy behavior. The novelty of this study lies in applying a structured behavioral contract within group counseling in an Islamic junior high school context.
Co-Authors Finadatul Wahidah Hakim, Faisol Khoirul Rizki, Defri Umah Amrela Zety Yusmira