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All Journal Jurnal Konseling Pendidikan Islam PERFECT EDUCATION FAIRY
Dabur, Klaudia Sartika
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Other

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Penerapan Teknik Assertive Training Bagi ABK Tunagrahita di SKH Aditya Silih Asih Dabur, Klaudia Sartika; Riyani, Setia; Dewi, Tyas Nurmaya; Muawanah, Muawanah; Amiro, Tri; Asdar, Ahsanul Khair
PERFECT EDUCATION FAIRY Vol. 3 No. 4 (2025): PERFECT EDUCATION FAIRY
Publisher : PT. Batari Edu Calya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/pef.v3i4.1285

Abstract

This dedication is motivated by the existence of less assertive behaviour in children with mental disability, so that children with special needs (ABK) with mental disability need special guidance so that they can behave more assertively through self-care independence programs. The purpose of this service is to find out the effectiveness of applying assertive training techniques to mentally retarded ABK at SKH Aditiya Silih Asih, Tangerang Regency. This program is assigned to 4 mild mentally retarded crew members run by the PKM-Community Service Team in collaboration with SKH educator Aditya Silih Asih and parents with ABK with mental retardation. Based on the results of observations and interviews, ABK has low behavioral control, tends to be annoying, and difficult to advise. In addition, at SKH Aditiya Silih Asih there are still no educators with a background in Guidance and Counseling, and there are only three educators with special educational backgrounds, so that the provision of treatment for ABK is still not entirely appropriate. The method used to achieve program success is by observing, interviewing, and questionnaires. The results obtained from filling out the questionnaire were 91%, which is high. This can be seen from the enthusiasm of ABK in participating in the program, as well as parents and educators, when participating in Sharing Session activities.
APPLICATION OF MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) TO IMPROVE SELF-REGULATION IN STUDENTS EXPERIENCING SCHOOL DISENGAGEMENT: A LITERATURE REVIEW Dabur, Klaudia Sartika; Wahyuni, Eka; Karsih, Karsih
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.975

Abstract

School disengagement is a common problem, which can negatively impact students' motivation, academic performance, and emotional well-being. Mindfulness-based cognitive therapy has shown promise for addressing these challenges by improving self-regulation and reducing school disengagement. This systematic review analyzed recent literature (2019-2025) from databases such as Google Scholar, Scopus, and PubMed, by selecting relevant studies through PRISMA. Findings showed that mindfulness-based cognitive therapy significantly improved emotion regulation, awareness, and coping strategies, while reducing anxiety and stress among students, and promoting increased engagement in learning. OveralSchool disengagement is a common problem, which can negatively impact students' motivation, academic performance, and emotional well-being. Mindfulness-based cognitive therapy has shown promise for addressing these challenges by improving self-regulation and reducing school disengagement. This systematic review analyzed recent literature (2019-2025) from databases such as Google Scholar, Scopus, and PubMed, by selecting relevant studies through PRISMA. Findings showed that mindfulness-based cognitive therapy significantly improved emotion regulation, awareness, and coping strategies, while reducing anxiety and stress among students, and promoting increased engagement in learning. Overall, mindfulness-based cognitive therapy is an effective approach to improve self-regulation and reduce student disengagement in school. The potential integration of mindfulness-based cognitive therapy in psychological prevention and intervention programs in the school setting is important to support the improvement of students' well-being and academic success, particularly through strengthening self-regulation skills and reducing factors that lead to school disengagement.l, mindfulness-based cognitive therapy is an effective approach to improve self-regulation and reduce student disengagement in school. The potential integration of mindfulness-based cognitive therapy in psychological prevention and intervention programs in the school setting is important to support the improvement of students' well-being and academic success, particularly through strengthening self-regulation skills and reducing factors that lead to school disengagement.
Co-Authors Amiro, Tri Asdar, Ahsanul Khair Dewi, Tyas Nurmaya Eka Wahyuni Herdi Karsih, Karsih Muawanah Muawanah Riyani, Setia