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All Journal FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Cognitive
Nofita Rahmawati, Roro Kurnia
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TRAUMA DAN REHABILITASI: PERAN BIMBINGAN KONSELING ISLAM DALAM MENYEMBUHKAN LUKA JIWA Nofita Rahmawati, Roro Kurnia
Cognitive: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 1 (2024): April
Publisher : CV. Jendela Gagasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61743/cg.v2i1.62

Abstract

This research aims to explore the role of Islamic educational counseling in the rehabilitation of psychological trauma and effective strategies to address it. The approach used is a qualitative approach with a literature review study type. The data sources include various scholarly works such as journals, books, and other relevant literature. The research findings indicate that the role of Islamic educational counseling in rehabilitating trauma is crucial. This is based on the counseling process that aims to provide emotional support, guidance, and strategies to cope with the traumatic impact. Meanwhile, an effective strategy that can be used is the responsive service strategy because students experiencing psychological trauma or soul wounds must be considered in terms of their diversity and unique characteristics. Responsive service strategies can also help create an environment that supports the rehabilitation process of soul wounds more effectively.
PENDEKATAN QUR'ANI DALAM MENJAGA KESEHATAN MENTAL SISWA Nofita Rahmawati, Roro Kurnia
Cognitive: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 1 (2025): April
Publisher : CV. Jendela Gagasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61743/cg.v3i1.101

Abstract

This study examines the Qur'anic approach to maintaining students' mental health in the educational context. Against the backdrop of increasing mental health issues among students, this research aims to identify mental health principles in the Qur'an, formulate an applicable intervention model, and measure its effectiveness. Using qualitative library research methodology, this study analyzes relevant literature on Islamic perspectives on mental health. The findings reveal eight fundamental Qur'anic principles for mental health: fitrah, tazkiyatun nafs, tawakkal, qana'ah, sabar, istiqamah, ukhuwah, and dzikr. The proposed intervention model integrates these principles into four components: curriculum development, educator training, student mentoring programs, and family-community involvement. Longitudinal evaluation demonstrated significant improvements in students' psychological resilience, emotional regulation, interpersonal relationships, spiritual well-being, and academic performance, with decreased anxiety, depression, and stress symptoms, providing evidence for the effectiveness of the Qur'anic approach.
PSIKOLOGI HUMANISTIK: TELAAH AKTUALISASI MINAT, BAKAT DAN POTENSI ANAK DIDIK DI SEKOLAH RAMAH ANAK Nofita Rahmawati, Roro Kurnia
Cognitive: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2023): Desember
Publisher : CV. Jendela Gagasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61743/cg.v1i2.47

Abstract

Penelitian ini bertujuan untuk mengetahui konsep dasar dari Pendidikan ramah anak serta telaah aspek psikologi humanistic pada program Pendidikan tersebut. Metode yang digunakan pada penelitian ini adalah kualitatif dengan jenis kajian Pustaka. Sumber data yang digunakan berupa data primer dan sekunder. Analisis data yang digunakan adalah kualitatif deskriptif dengan mereduksi data, pengumpulan data, penyajian data dan penarikan kesimpulan. Hasil dari penelitian ini menunjukan bahwasanya: pertama, konsep dasar dari Pendidikan ramah anak adalah model Pendidikan yang menjamin keselamatan dan memberikan kebebasan anak didik menjalankan proses pembelajaran dengan tetap difasilitasi oleh guru. Jaminan dan kebebasan tersebut dilakukan untuk mengembangkan minat, bakat dan potensi anak didik melalui aktualisasi diri. Kedua, pola Pendidikan ramah anak memenuhi unsur aspek psikologi humanistic dilihat dari kesamaan pradigma minimal pada aspek kebabasan anak didik dalam menentukan gaya belajar dan model pembelajaran.
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