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All Journal Biblio Couns : Jurnal Kajian Konseling dan Pendidikan Jurnal Pendidikan Kebutuhan Khusus JURNAL PENDIDIKAN TAMBUSAI Jurnal Pengabdian UNDIKMA Jurnal Ilmiah Wahana Pendidikan Arus Jurnal Sosial dan Humaniora Arus Jurnal Psikologi dan Pendidikan Jurnal Ilmiah Dan Karya Mahasiswa Jurnal Psikologi Journal of Islamic Psychology and Behavioral Sciences JURNAL ILMIAH PENELITIAN MAHASISWA Journal of Innovative and Creativity Pendekar: Jurnal Pendidikan Berkarakter Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Ilmu Psikologi dan Kesehatan Jurnal Mahasiswa: Jurnal Ilmiah Penalaran dan Penelitian Mahasiswa Jurnal Ilmu Kesehatan dan Psikologi CARONG: Jurnal Pendidikan, Sosial dan Humaniora Menulis: Jurnal Penelitian Nusantara Jurnal Ilmu Bimbingan dan Konseling (BIKOLING) World Health Digital Journal (wolgitj) Sujud: Jurnal Agama, Sosial dan Budaya INTELEKTUAL: JURNAL ILMIAH MULTIDISIPLIN MAHASISWA DAN AKADEMISI As-Sulthan Journal of Education NAAFI: JURNAL ILMIAH MAHASISWA JOURNAL SULTRA ELEMENTARY SCHOOL Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Jurnal Ilmiah Literasi Indonesia Jurnal Wacana Psikokultural Syamil: Jurnal Pendidikan dan Pemikiran Islam JIM FTK UIN Ar-Raniry
Sri Nurhayati Selian
Universitas Muhammadiyah Aceh
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Peran Guru Terhadap Motivasi Belajar Anak Berkebutuhan Khusus Shafiana Azra; Sri Nurhayati Selian
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 2 No. 2 (2025): April-Juni, Sosial Studies
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/n3107619

Abstract

This study discusses in depth the role of teachers in increasing the learning motivation of children with special needs who face various limitations, both physically, intellectually, and emotionally. Low learning motivation in these children is a major problem that can affect the learning process and academic results achieved. The main objective of this study is to determine the extent to which the role of teachers can influence, guide, and arouse children's enthusiasm for learning through an appropriate, humanistic, and individual-oriented approach. This study uses a descriptive qualitative method with data collection techniques in the form of direct observation, in-depth interviews with teachers, and documentation of various learning activities carried out. The subjects in this study were teachers who teach children with special needs at the Bukesra Foundation, an educational institution that specifically handles children with special needs. The results of the study show that teachers not only act as educators, but also as guides, facilitators, and motivators who are able to adjust teaching strategies according to the characteristics and needs of each child. These strategies include an individual approach, educational play methods, giving awards as a form of positive reinforcement, and creating a safe, fun, and empathetic learning atmosphere. This study concluded that active teacher involvement, combined with an empathetic and personal approach, had a significant impact on increasing the overall motivation and learning participation of children with special needs.
Pemanfaatan Aplikasi Pembelajaran sebagai Media Intervensi bagi Anak Berkebutuhan Khusus Tengku Ryan Hidayatullah; Sri Nurhayati Selian
Syamil: Jurnal Pendidikan dan Pemikiran Islam Vol. 3 No. 1 (2026): Jurnal Syamil
Publisher : Yayasan Syamil Quran Nunukan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65490/syamil-jpdpi.v3i1.57

Abstract

Children with special needs are a group of children whose developmental characteristics differ from those of typically developing children, thereby requiring educational, psychological, and social services tailored to their specific needs. The term "slow learner" refers to students who possess below-average learning abilities but do not fall into the category of intellectual disability. Slow learners generally have an IQ in the 70–89 range, meaning they require more time than their peers to grasp concepts, process information, and complete academic tasks. For slow learners, the use of learning applications offers the opportunity to learn at their own pace, review material independently, and engage in more concrete and compelling learning experiences. By implementing appropriate interventions, educators can adapt and facilitate learning to make it more accessible and understandable for these students. Learning applications enable the delivery of content in a more engaging manner through the integration of text, images, audio, video, animation, and interactive activities. This multimodal presentation of material helps transform abstract concepts into concrete ones, thereby facilitating comprehension and improving information retention. Planned and sustained implementation is expected to optimize students' learning potential, providing them with better opportunities to develop in accordance with their individual abilities and needs.
Dinamika Kecemasan Pada Mahasiswa dengan Dimensi Neuroticism Tinggi dalam Relasi Pertemanan Siti Munawarah; Sri Nurhayati Selian
Biblio Couns : Jurnal Kajian Konseling dan Pendidikan Vol 9, No 2 (2026): July 2026
Publisher : Program Studi Bimbingan dan Konseling FKIP UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/bibliocouns.v9i2.30924

Abstract

Kecemasan dalam relasi pertemanan merupakan pengalaman psikologis yang signifikan namun belum banyak diteliti pada mahasiswa. Penelitian ini bertujuan memahami dinamika kecemasan pada mahasiswa dengan neuroticism tinggi dalam relasi pertemanan. Pendekatan kualitatif digunakan dengan teknik purposive sampling yang melibatkan tiga partisipan mahasiswa berskor neuroticism di atas persentil ke-75 berdasarkan skrining Big Five Inventory-44 (BFI-44). Data dikumpulkan melalui wawancara mendalam dan catatan observasi, dianalisis menggunakan analisis tematik enam fase; keabsahan data dijamin melalui triangulasi antara partisipan dan sumber data, serta member checking. Empat tema utama ditemukan: bentuk kecemasan (kekhawatiran berlebih terhadap perubahan sikap, ketakutan akan penolakan dan kehilangan, serta overthinking), pemicu kecemasan (penurunan frekuensi komunikasi dan perilaku teman yang tidak jelas), dampak terhadap perilaku sosial (penarikan diri dan penghindaran), serta strategi koping adaptif (menenangkan diri, reappraisal positif, klarifikasi langsung, dan mencari dukungan sosial). Temuan menunjukkan bahwa kecemasan pada mahasiswa dengan neuroticism tinggi dipengaruhi oleh kerentanan berbasis kepribadian dan sinyal sosial kontekstual; mahasiswa ini cenderung menafsirkan sinyal ambigu—seperti berkurangnya kontak dari teman—sebagai ancaman relasional, yang memicu penarikan diri yang justru memperparah kecemasan itu sendiri. Meski demikian, ketiga partisipan menunjukkan kapasitas koping adaptif yang nyata, mengindikasikan bahwa intervensi berbasis regulasi emosi dan keterampilan interpersonal dapat menjadi strategi penanganan yang efektif bagi kelompok ini. Temuan ini memiliki implikasi praktis bagi layanan bimbingan dan konseling (BK) di perguruan tinggi: konselor BK perlu merancang program psikoedukasi yang membantu mahasiswa dengan neuroticism tinggi mengenali pola kecemasan dalam relasi pertemanan sekaligus mengembangkan keterampilan koping dan komunikasi interpersonal yang lebih adaptif guna meningkatkan kesejahteraan psikologis dan kualitas hubungan sosial mereka.
Studi Kualitatif Tentang Faktor-Faktor Protektif Pada Anak Dengan Dyslexia Febrina Della; Sri Nurhayati Selian
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 8.C (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Dyslexia is a specific learning disorder characterized by difficulties in reading, spelling, and understanding written text. This condition may affect children's academic, emotional, and social development. However, some children with dyslexia are able to adapt positively despite their learning difficulties. This study aims to explore the protective factors that help children with dyslexia cope with their learning challenges. This research employed a qualitative approach with a phenomenological design. The participants were children aged 8–15 years who had been identified as having dyslexia. Participants were selected using purposive sampling. Data were collected through in-depth interviews, observations, and documentation. The data were analyzed using thematic analysis. The findings revealed four main protective factors that support children with dyslexia: family support, support from teachers and the school environment, adaptive learning strategies, and children's self-confidence and personal motivation. Support from family and teachers plays an important role in creating a positive and inclusive learning environment, while adaptive learning strategies and self-confidence help children overcome their reading difficulties. The results highlight the importance of collaboration between families and schools in supporting the development of children with dyslexia
Makna Keterlibatan Orang Tua dalam Keberhasilan Intervensi Dini pada Anak Berkebutuhan Khusus: Studi Fenomenologi Febrina Della; Sri Nurhayati Selian
Jurnal Pendidikan Kebutuhan Khusus Vol. 10 No. 2 (2026): In Progress
Publisher : Jurusan Pendidikan Luar Biasa Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpkk.v10i2.1701

Abstract

This study aimed to explore the meaning of parental involvement in the success of early intervention for children with special needs. A qualitative research design with a phenomenological approach was employed. The study was conducted at an early intervention service institution in Banda Aceh City. The participants consisted of three parents of children with diverse special needs who were actively involved in early intervention programs. Participants were selected using purposive sampling. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings revealed four major themes: (1) parental involvement as a form of responsibility and affection; (2) collaboration with professionals as a supporting factor for successful intervention; (3) challenges experienced by parents during the intervention process; and (4) children's developmental progress as the meaning of successful early intervention. The study concludes that parental involvement is a continuous process and plays a crucial role in supporting children's development. Practically, these findings can guide early intervention institutions in developing family support programs (e.g., parent training and routine consultation) and encourage professionals to build more open, collaborative communication with parents as key partners in the intervention process.
Makna Pernikahan dalam Perspektif Kepribadian Laki-Laki Dewasa yang Belum Menikah Rizky Mulya Ikhsan; Sri Nurhayati Selian; Lisdayani
Arus Jurnal Sosial dan Humaniora Vol 6 No 2: Agustus (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajsh.v6i2.3285

Abstract

Penelitian ini bertujuan untuk memahami makna pernikahan dalam perspektif kepribadian laki-laki dewasa yang belum menikah. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi untuk menggali pengalaman subjektif partisipan terkait pandangan mereka terhadap pernikahan. Partisipan penelitian berjumlah tiga orang laki-laki dewasa yang belum menikah dan dipilih menggunakan teknik purposive sampling sesuai dengan kriteria penelitian. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa partisipan memaknai pernikahan sebagai bentuk tanggung jawab besar yang membutuhkan kesiapan emosional, mental, finansial, dan sosial. Kesiapan diri dipandang sebagai faktor utama sebelum memasuki kehidupan pernikahan. Pengalaman keluarga, baik yang bersifat positif maupun negatif, turut memengaruhi pandangan partisipan terhadap hubungan pernikahan. Selain itu, partisipan juga mengalami tekanan sosial terkait status belum menikah, meskipun mereka memandang bahwa keputusan menikah merupakan pilihan hidup yang bersifat personal. Penelitian ini juga menemukan bahwa kecocokan, stabilitas emosional, karakteristik kepribadian, dan kekhawatiran terhadap kegagalan pernikahan menjadi faktor penting dalam memaknai hubungan pernikahan. Temuan penelitian menunjukkan bahwa makna pernikahan pada laki-laki dewasa yang belum menikah dipengaruhi oleh interaksi antara pengalaman keluarga, kepribadian, tekanan sosial, dan kesiapan psikologis individu.
Dukungan Keluarga Terhadap Perkembangan Psikologis Anak Dengan Intelektual Disabilitas Aishah Aishah; Sri Nurhayati Selian
Jurnal Sultra Elementary School Vol 7 No 3 (2026): Edisi Agustus 2026
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v7i3.933

Abstract

Children with intellectual disabilities have different cognitive and adaptive developmental characteristics and therefore require consistent support from their immediate environment, particularly their families. Family support plays a role not only in fulfilling children's basic needs but also in promoting psychological development, including emotional regulation, self-confidence, independence, and social interaction skills. This literature review aims to analyze the forms of family support and their contribution to the psychological development of children with intellectual disabilities based on previous research findings. The study employed a literature review method by examining relevant scientific literature addressing family support, parenting, psychological development, mental health, and intellectual disabilities. The literature was analyzed using a descriptive-thematic approach through the stages of identification, selection, thematic grouping, content analysis, and synthesis of findings. The results indicate that family support contributes to children's psychological development through five main aspects: emotional support, family acceptance and positive parenting, developmental stimulation and opportunities for independence, support for social interaction, and strengthening psychological resilience. A family environment that is accepting, responsive, and consistent can help children develop a sense of security, self-esteem, emotional regulation, adaptive abilities, and quality of life. Therefore, strengthening family capacity is an essential component in supporting the psychological development and well-being of children with intellectual disabilities.
Pengalaman Bullying dan Dampaknya terhadap Konsep Diri Anak dengan Disleksia di Sekolah Umum Santa Maria Br Saragih Garingging; Sri Nurhayati Selian
Jurnal Ilmiah Dan Karya Mahasiswa Vol. 4 No. 2 (2026): April : JURNAL ILMIAH DAN KARYA MAHASISWA (JIKMA)
Publisher : Institut Teknologi dan Bisnis (ITB) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jikma.v4i2.3763

Abstract

Children with Special Needs often encounter difficult situations within the school environment. In addition to adjusting to the learning process, they frequently face negative stigma and bullying that affect their psychological well-being and academic abilities. This study seeks to provide a deeper depiction of the social experiences of Children with Special Needs, including how bullying emerges, the factors that trigger it, and the impacts it produces. The approach used is a qualitative method through a literature review of various sources relevant to inclusive education and issues of stigma toward Children with Special Needs. The findings reveal that bullying and other forms of discrimination generally arise due to the school community’s limited understanding of the specific needs of these children, especially those with conditions such as dyslexia or other challenges that influence learning processes. The lack of school support, non-inclusive attitudes, and existing stereotypes further worsen their situation. This study emphasizes the importance of improving teachers’ competencies, providing accurate information to students and parents, and establishing school policies that are more inclusive and supportive of diversity so that Children with Special Needs can develop without being hindered by stigma or bullying.
Co-Authors Ageng Yosicha Andini Aishah Aishah Aishah Akbar Racsanjani Angga Fernanda Putra Annahdiati Nur Asmaul Husna Barmawi Barmawi Cut Risa Mutia Delvita Yandika Putri Denada Yuliza Desika Vatarisa Devi Yanti Devika Arianti Dinda Khairunnisa Dwi Hariyanto Febrina Della Habibie Febri Arrafi Haekal Firza Maulyaneva Hanna Amalia Intan Intan Intan Rahmayani Iyulen Pebry Zuanny Juli Andriyani Khafidhoh Khafidhoh Khairani Nabila Khoiriyah Isni Lisdayani Melinda Varalisyah Muhammad Fajar Riyadi Muhammad Thoriq Huwaidi Nadiatul Hikmah Nur Hasmalawati Nurraihan Nurraihan Rafi Alqifary Riefky Aulia Riva Nadia Putri Rizka Dara Vonna Rizky Mulya Ikhsan Salmiati Samir Abdul Azis Santa Maria Br Saragih Garingging Santoso, Harri - Sany Salsabillah Shafiana Azra Siti Farika Siti Munawarah Surma Liza Tengku Ryan Hidayatullah Yovan Bharagita Pratama