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All Journal Jurnal Malikussaleh Mengabdi International Journal of Educatio Elementaria and Psychologia
Meutia, Salsa
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Religion Humanities Education Environmental Science Social Sciences Other

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Psikoedukasi Teknik - Teknik Self-Control pada Remaja yang Mengalami Konflik Diri Pratama, M. Jaka Fikri; Putri, Syifa Aulia; Meutia, Salsa; Husniati, Husniati; Safhira, Najwa; Jumadilla, Julia; Zahra, Cut Fatimah; Ardana, Silvia Putri
Jurnal Malikussaleh Mengabdi Vol. 3 No. 2 (2024): Jurnal Malikussaleh Mengabdi, Oktober 2024
Publisher : LPPM Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/jmm.v3i2.19106

Abstract

Masa remaja sering kali menghadapi tantangan emosional yang berakhir pada konflik diri, terutama bagi mereka yang tinggal di lingkungan yang tidak mereka inginkan atau menghadapi tekanan keluarga. Ketidakmampuan dalam mengelola konflik diri dapat menyebabkan remaja mengalami ketidakstabilan emosional dan kesulitan dalam mengontrol perilaku. Berdasarkan permasalahan tersebut, kegiatan pengabdian ini bertujuan untuk memberikan psikoedukasi terkait teknik pengendalian diri kepada remaja melalui pendekatan yang terarah dan berdasarkan teknik pengendalian diri. Metode yang digunakan dalam kegiatan ini adalah psikoedukasi berupa penyampaian materi, diskusi kelompok, dan refleksi. Program ini dilaksanakan dengan melibatkan 21 remaja santri sebagai peserta, yang sebelumnya telah diidentifikasi mengalami kesulitan dalam mengelola konflik diri. Hasil dari kegiatan ini menunjukkan bahwa 15 peserta mengalami peningkatan pengetahuan mengenai teknik pengendalian diri, satu peserta mengalami penurunan skor, sementara lima peserta lainnya tidak menunjukkan perubahan.  Luaran yang diperoleh dari kegiatan ini berupa peningkatan  kesadaran remaja terhadap pentingnya mengendalikan diri saat menghadapi konflik diri, adanya perubahan positif dalam cara mereka merespons tekanan emosional, terjadi peningkatan keterampilan pengendalian diri, serta pengembangan materi psikoedukasi yang dapat digunakan sebagai panduan dalam kegiatan serupa di masa depan.
THE EFFECT OF DRAWING AND PRESENTATION ACTIVITY ON EARLY ADOLESCENTS’ HAPPINESS IN ORPHANAGES Hafnidar, Hafnidar; Lubis, Dina Rahma; Meutia, Salsa; Ardana, Silvia Putrie
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i6.3313

Abstract

This study examines the effect of Drawing and Presentation Activity on the happiness of early adolescents living in an orphanage setting. The research aims to determine whether expressive learning activities that combine visual representation and verbal presentation can enhance adolescents’ subjective well-being. A quantitative experimental approach was employed using a pretest–posttest design with a control group. Participants consisted of early adolescents residing in an orphanage, who were divided into an experimental group receiving the Drawing and Presentation Activity intervention and a control group receiving regular activities. Data were collected using a standardized happiness scale and analyzed using statistical tests to examine differences between groups. The results indicate a significant increase in happiness scores among adolescents who participated in the Drawing and Presentation Activity compared to those in the control group. The novelty of this study lies in integrating creative drawing and structured presentation as an educational activity to promote emotional well-being among marginalized adolescents. Furthermore, this activity-based approach emphasizes active engagement, reflection, and communication, which are essential components in learner-centered pedagogy. The findings imply that creative and participatory learning strategies can be effectively applied not only to support students’ psychological well-being but also to enhance engagement and motivation in educational contexts, including physics and physics education. By fostering positive emotions and self-expression, such activities may indirectly support meaningful learning processes, conceptual understanding, and students’ readiness to engage in science learning.
Co-Authors Ardana, Silvia Putri Ardana, Silvia Putrie Hafnidar, Hafnidar Husniati Husniati, Husniati Jumadilla, Julia Lubis, Dina Rahma M. Fikri Jaka Pratama Putri, Syifa Aulia Safhira, Najwa Zahra, Cut Fatimah