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All Journal Community Development Journal: Jurnal Pengabdian Masyarakat Journal of Education and Teaching Learning
Tita Novia
Universitas Bina Bangsa
Humanities Economics, Econometrics & Finance Education Health Professions Public Health Other

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MARAKNYA BULLYING DI SEKOLAH DAN MEDIA SOSIAL DI KALANGAN ANAK REMAJA Ades Sulfiah; Inaya Amalia Putri; M. Fahmi Amrulloh; Siti Hindayah; Tita Novia; Zaenus Sholihin; Moh. Fikri Tanzil Muttaqin; Meita Meita
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 5 (2024): Vol. 5 No. 5 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i5.34914

Abstract

Fenomena bullying di sekolah dan media sosial telah menjadi perhatian utama dalam penelitian tentang perilaku anak remaja. Studi ini mengkaji prevalensi dan dampak bullying yang terjadi baik di lingkungan sekolah maupun platform media sosial terhadap kesejahteraan psikologis remaja. Penelitian ini menggunakan metode survei dan wawancara untuk mengumpulkan data dari remaja di beberapa sekolah menengah di wilayah urban. Hasil penelitian menunjukkan bahwa bullying di media sosial seringkali lebih sulit dihindari dan memiliki dampak yang lebih luas dibandingkan dengan bullying tradisional di sekolah. Dampak psikologis yang dirasakan oleh korban, termasuk peningkatan kecemasan, depresi, dan penurunan prestasi akademis, juga lebih signifikan ketika bullying terjadi di media sosial. Temuan ini menekankan pentingnya strategi pencegahan dan intervensi yang terintegrasi untuk mengatasi masalah bullying di kedua lingkungan tersebut. Penelitian ini diharapkan dapat memberikan wawasan untuk pengembangan kebijakan dan program yang efektif guna menciptakan lingkungan yang lebih aman bagi remaja.
Deep Learning Supported by Desmos Classroom to Improve Problem-Solving Skills and Regulate Students’ Emotions Tita Novia; Beni Junedi; Sarah Caesarani
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.304

Abstract

Mathematical problem-solving skills are one of the key competencies students must possess in mathematics education. However, in reality, many students still struggle to solve mathematical problems, particularly those involving linear equations. In addition to cognitive factors, affective aspects—such as emotional regulation—also influence students’ success in the learning process. Therefore, there is a need for instructional innovations capable of enhancing mathematical problem-solving skills while simultaneously supporting students’ emotional regulation. This study aims to determine the effect of Desmos Classroom-assisted deep learning on students’ mathematical problem-solving skills and emotional regulation regarding linear equations. This study employed a quasi-experimental method using a Nonequivalent Control Group Design. The study population consisted of eighth-grade students at SMP Negeri 3 Kalanganyar. The sample comprised an experimental class that received deep learning instruction supported by Desmos Classroom and a control class that received conventional instruction. The instruments used included a mathematical problem-solving ability test and a student emotional regulation questionnaire. Data analysis was conducted using descriptive and inferential statistics through hypothesis testing. The results indicate that deep learning instruction supported by Desmos Classroom has a positive effect on students’ mathematical problem-solving skills. This is evidenced by an increase in the students’ average score from 57.15 on the pretest to 71.63 on the posttest. The results of the hypothesis test also showed a significance value of 0.000, which is less than 0.05, indicating a statistically significant difference following the implementation of the instruction. In addition, students’ emotional regulation achieved an average percentage of 76.08%, which falls into the “very good” category. Thus, deep learning instruction supported by Desmos Classroom can serve as an effective alternative for improving students’ mathematical problem-solving skills while simultaneously supporting their emotional regulation when studying linear equations
Co-Authors Ades Sulfiah Beni Junedi Caesarani, Sarah Inaya Amalia Putri M. Fahmi Amrulloh Meita Meita Moh. Fikri Tanzil Muttaqin Siti Hindayah Zaenus Sholihin