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All Journal Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Jurnal Multidisiplin Indonesia Jurnal Pendidikan dan Sosial Humaniora
Ranu Sudarmansyah
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics

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Analisis Faktor-Faktor yang Mempengaruhi Hiperaktif Anak Kelas 4 di SDN Ciluluk II Leni Nadiah; Levy Rohmatilahi; Muhammad Luthfi Setyawan Anshory; Deti Rostika; Ranu Sudarmansyah
Jurnal Bima : Pusat Publikasi Ilmu Pendidikan bahasa dan Sastra Vol. 2 No. 1 (2024): Maret : Jurnal Bima : Pusat Publikasi Ilmu Pendidikan bahasa dan Sastra
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/bima.v2i1.555

Abstract

Hyperactive behavior in grade 4 children at SD Ciluluk is a very complex challenge for educators which requires an in-depth understanding of the factors that influence it. Hyperactive behavior is an attitude in which every activity is carried out excessively or cannot control behavior in the environment within it. Believing that children become rubber feet is primarily due to biological and psychological factors. This research focuses on analyzing the factors that cause hyperactive children's behavior, highlighting biological and psychological aspects, thoroughly discussing the opinions of experts regarding hyperactive children, as well as the treatment of hyperactive children implemented by grade 4 teachers at Ciluluk Elementary School. This research aims to provide in-depth insight into the factors that can influence hyperactive behavior in grade 4 children at Ciluluk Elementary School. The expected results will certainly provide insight and solutions for hyperactive children in learning activities, especially in elementary schools, which will later be used as a reference for teachers to understand solutions for hyperactive children.
Pentingnya Pendidikan Empati Untuk Mengurangi Kasus Bullying Di Sekolah Dasar Lulu Rahma Aulia; Nur Kholisoh; Vadila Zikra Rahma; Deti Rostika; Ranu Sudarmansyah
Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 2 No. 1 (2024): February : 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.v2i1.291

Abstract

Bullying, especially in the digital era, has become a serious concern due to its involvement in various forms of physical, verbal, and social violence. Empathy education is considered an integral solution to address this issue by instilling the ability to sense and understand the feelings of others from an early age. This article also outlines the concept of bullying, its effects on perpetrators and victims, as well as its long-term impacts. Furthermore, empathy education is discussed in-depth as a preventive and remedial strategy for bullying. Empathy is not only taught to children but is also applied to those responsible within the school. Through theoretical studies, this article correlates the concept of bullying with a lack of empathy and details the significance of empathy education in the development of students' characters. Empathy education is deemed essential as it influences positive behavior, enhances the quality of social interactions, and fosters meaningful relationships.
Analisis Faktor Dan Dampak Perilaku Hiperaktif Siswa Sekolah Dasar Kelas Rendah Terhadap Hasil Belajar Azi Miftah Rizqi; Belva Saskia Permana; Haldini Reygita; Deti Rostika; Ranu Sudarmansyah
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 4 No. 1 (2024): Maret : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v4i1.2723

Abstract

The hyperactive behavior of students poses a serious challenge in the school learning process. This article employs a literature review method to identify the factors causing hyperactive behavior in elementary school students, particularly in lower grades, and analyze its impact on learning outcomes. Hyperactive disorder in children has been recognized in the medical field since the early 20th century, characterized by an inability to stay still, lack of self-control, and heightened activity levels. Factors contributing to hyperactive behavior stem from various aspects, including psychological factors, overindulgence, lack of discipline, pleasure orientation, sensor nerve weaknesses, genetic factors, prenatal factors, and environmental factors. The impact of hyperactive behavior on students hinders the learning process, diminishes focus and concentration, and affects the understanding of materials. Students exhibiting hyperactive behavior may encounter difficulties in socializing, family conflicts, and serious social issues, influencing their social-emotional development and learning environment, creating disruptions in the classroom and affecting classmates. Quality education should be able to accommodate the needs of students with hyperactive behavior to ensure optimal social, emotional, and academic development for each child.
Mengenal Sejarah Kerajaan Islam Untuk Pembentukan Karakter Siswa di Sekolah Dasar Hesti Hopipah Aliyani; Nuraeni Pebriani, Yulia; Deti Rostika; Ranu Sudarmansyah
Jurnal Multidisiplin Indonesia Vol. 1 No. 2 (2023): Juni : Jurnal Multidisiplin Indonesia
Publisher : PT. ALHAFI BERKAH INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62007/joumi.v1i2.241

Abstract

This article discusses the importance of including the history of the Islamic kingdom into the elementary school curriculum as an effort to shape students' character. The history of the Islamic kingdom has a central role in shaping identity and positive values ​​in the younger generation. By deepening students' understanding of the heyday of the Islamic kingdom, they can develop a sense of pride in their cultural heritage, which becomes a strong basis for forming characters with high traditional values. In addition, this article highlights ethical and moral values ​​that can be drawn from the history of Islamic empires, such as justice and tolerance, to inspire students to develop responsible character. This approach also opens up opportunities to integrate the values ​​of diversity in the curriculum, enriching students' understanding of tolerance and teaching them to appreciate differences. Thus, including the history of the Islamic kingdom in the elementary school curriculum not only helps build a strong cultural foundation, but also shapes students' characters who have integrity, responsibility, and have a deep understanding of Islamic history and values.
Co-Authors Azi Miftah Rizqi Belva Saskia Permana Deti Rostika Haldini Reygita Hesti Hopipah Aliyani Leni Nadiah Levy Rohmatilahi Lulu Rahma Aulia Muhammad Luthfi Setyawan Anshory Nur Kholisoh Nuraeni Pebriani, Yulia Vadila Zikra Rahma