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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat
Sai Handari
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Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Other

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Penguatan Regulasi Emosi sebagai Intervensi Psikososial Preventif bagi Anak Pekerja Migran Indonesia di Malaysia melalui Program "Hati Senang, Belajar Tenang" Hasti Kusuma Pratama Sari; Sai Handari
Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Vol. 8 No. 1 (2026): Volume 8, No 1, Desember 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/p79z5m72

Abstract

Anak-anak pekerja migran Indonesia di Malaysia menghadapi berbagai tantangan dalam memperoleh akses pendidikan formal akibat keterbatasan dokumen identitas dan status hukum orang tua. Kondisi tersebut berdampak pada kerentanan psikososial anak sehingga diperlukan upaya preventif untuk memperkuat kemampuan regulasi emosi dan menjaga kesehatan mental mereka. Kegiatan pengabdian ini bertujuan meningkatkan kemampuan regulasi emosi anak melalui Program Hati Senang, Belajar Tenang. Metode pelaksanaan menggunakan pendekatan Participatory Action Research (PAR) yang dipadukan dengan pelatihan partisipatif melalui tahapan identifikasi kebutuhan, perencanaan, pelaksanaan, refleksi, dan evaluasi. Kegiatan dilaksanakan di salah satu sanggar bimbingan di Malaysia dengan melibatkan 17 anak usia 6–10 tahun. Materi yang diberikan meliputi pengenalan berbagai jenis emosi, pemahaman bahwa setiap emosi merupakan respons yang wajar, teknik mengelola dan menyalurkan emosi secara fisik maupun verbal, serta pengembangan kemampuan mengenali emosi orang lain dan membangun empati. Hasil kegiatan menunjukkan bahwa peserta mampu mengenali dan menyebutkan berbagai jenis emosi, memahami cara sederhana mengelola emosi, lebih berani mengungkapkan perasaan, serta menunjukkan peningkatan interaksi sosial dan empati terhadap teman sebaya. Kegiatan ini menunjukkan bahwa pelatihan regulasi emosi dapat menjadi salah satu bentuk intervensi psikososial preventif yang mendukung kesehatan mental anak-anak pekerja migran Indonesia di Malaysia.
PENDIDIKAN INKLUSIF BERBASIS WELL-BEING PESERTA DIDIK: TINJAUAN LITERATUR TERHADAP STRATEGI PEMBELAJARAN BERMAKNA BAGI ANAK BERKEBUTUHAN KHUSUS Takdir, Sindy; Wiwin Setiani; Masriah; Irmiani; Sai Handari; Lina Revilla malik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55471

Abstract

Inclusive education strives to offer all kids, particularly those with special needs, fair chances to learn. However, limited teacher preparation, subpar curriculum changes, and a lack of social support are still obstacles in many inclusive early childhood education settings when it comes to developing learning experiences that promote student well-being. The purpose of this research is to investigate the correlation between student well-being, inclusive education, and effective learning strategies for young children with special needs. By examining academic journals issued between 2021 and 2025 using databases such Google Scholar, Scopus, ERIC, ScienceDirect, SpringerLink, and Garuda, the study used a literature review approach. Content analysis was used to analyze data in order to determine significant themes, similarities, differences, and implications throughout studies. The findings demonstrate that student well-being is a core element of effective inclusive education and is strongly correlated with feelings of security, social acceptance, engagement in learning, and positive connections with classmates and teachers. Children with special needs were shown to have increased learning engagement and psychological health when they used creative learning methods like play-based activities, direct experiences, exploration, and good social interactions. Inclusive educational achievement is greatly helped by supportive learning environments and close cooperation between teachers, parents, and experts. The research finds that incorporating important learning, social support, and well-being ideas is critical for creating inclusive early childhood education that promotes holistic child development. Keywords: Inclusive Education, Student Well-Being, Meaningful Learning, Children with Special Needs, Early Childhood Education.
Co-Authors Hasti Kusuma Pratama Sari Irmiani Lina Revilla Malik Masriah Takdir, Sindy Wiwin Setiani