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All Journal JURNAL PENDIDIKAN TAMBUSAI JPI (Jurnal Pendidikan Inklusi)
Mufliha, Izzah
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Education Social Sciences

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Implementasi Pendidikan Karakter Thomas Lickona dengan Pendekatan Kelompok Psikoedukasi melalui Program Edutrans Mufliha, Izzah; Syawal, Davva Ibnu; Setiawan, Anggi
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Maraknya kegiatan perdagangan dan penyalahgunaan narkoba di Kelurahan Legok menyebabkan terjadinya perubahan karakter masyarakat Legok, termasuk anak-anak. Anak-anak di daerah tersebut terbiasa berbicara menggunakan kosa kata kasar dan bernada tinggi. Anak-anak sebagai pilar masa depan bangsa diharapkan memiliki karakter yang baik. Pembentukan karakter baik pada anak harus diberikan sedini mungkin. Oleh karena itu, pembentukan karakter yang baik perlu dilakukan kepada anak-anak Legok. Pembentukan karakter dapat dilakukan melalui pendidikan karakter. Edutrans sebagai program pengabdian masyarakat yang ditujukan kepada anak-anak Legok, menggunakan metode pengabdian PLA (Participatory Learning and Action). Jenis data yang digunakan adalah data kualitatif yang diperoleh dari survei, wawancara, dan observasi. Edutrans mengimplementasikan teori pendidikan karakter Thomas Lickona dan menggunakan pendekatan kelompok psikoedukasi dalam mencapai tujuan utamanya, yaitu pendidikan karakter. Terdapat 9 karakter yang mendasari konsep pendidikan karakter Thomas Lickona, yaitu tanggung jawab, keadilan, rasa hormat, kasih sayang, keberanian, disiplin, kepedulian, ketekunan, dan kewarganegaraan. Setelah sembilan bulan pelaksanaan program, ditemukan adanya perubahan karakter anak-anak Legok. Perubahan tersebut berfokus pada lima karakter utama, yaitu tanggung jawab, rasa hormat, keberanian, disiplin, dan ketekunan.
UJI VALIDITAS BOOKLET MARS: MANAJEMEN AKTIF REDUKSI STRES PADA GURU PENDIDIKAN ANAK BERKEBUTUHAN KHUSUS MUFLIHA, IZZAH; Rahman, Marlita Andhika; Andriani , Annisa
JPI (Jurnal Pendidikan Inklusi) Vol. 9 No. 2 (2025):
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v9n2.p37-47

Abstract

Special educator experience high levels of stress. However, this is not balanced with effective stress management skills, as they tend to rely primarily on emotion-focused coping strategies. Furthermore, there is no existing intervention guide that teaches the application of stress management strategies centered on problem solving. The MARS booklet was developed as a psychoeducational medium and guide based on the cognitive appraisal process approach, emphasizing problem-focused coping through the strategies of planful problem solving and seeking social support. This study aims to examine the content validity of the MARS Booklet as a psychoeducational medium and guide for special educators in managing stress. The study employed a Research and Development method, consisting of stages problem identification, data collection, product design, validation test, and product revision. The booklet was evaluated by four validators comprising a clinical psychologist, an educational psychologist, and special educators from public and private schools. Data were analyzed using Aiken's V formula and descriptive analysis. The MARS Booklet obtained overall content validity scores ranging from 0.75 to 1.00, categorized as high to very high. Validators provided suggestions and feedback regarding adjustments to content, language, and overall design, as well as the inclusion of a user guide for special educators. The MARS Booklet has been declared content valid as a psychoeducational medium and guide for stress management among special educators.
Co-Authors Andriani , Annisa Anggi Setiawan Syawal, Davva Ibnu