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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal As-Syar’i: Jurnal Bimbingan & Konseling Keluarga
Euis Nurhidayati
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Bimbingan Berbasis Real Life System (RLS) untuk Mengembangkan Pola Pikir Anak yang Mengalami Deprivasi Budaya Euis Nurhidayati; Fatchiah E.Kertamuda
As-Syar i: Jurnal Bimbingan & Konseling Keluarga  Vol. 7 No. 2 (2025): As-Syar’i: Jurnal Bimbingan & Konseling Keluarga
Publisher : Institut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/as.v7i2.8271

Abstract

Cultural deprivation develops more in deprivation and disadvantage environments, discussions and research on cultural deprivation in educational settings are still relatively few. This study aims to obtain a formulation of real life guidance (real life system) as a guidance system in schools that is friendly to cultural deprivation, as well as efforts to develop the mindset of children who experience cultural deprivation. The research method used is mixed method sequential explanatory, namely quantitative analysis followed by qualitative analysis to strengthen quantitative results. Participants in this study consisted of collaborators, namely: (1) all teachers and (2) parents whose children were selected as participants, while the research participants consisted of 16 (sixteen) students who had activities outside of school (work). The real life guidance model (real life system (RLS)) was declared effective in developing the mindset of children who experience cultural deprivation, supported by teacher skills both in implementing guidance and RLS-based learning, and parents who are more attentive and concerned about their children's education.
PARENTAL PERCEPTIONS OF EMPATHY AMONG TYPICALLY DEVELOPING CHILDREN IN A FULLY INCLUSIVE SCHOOL: A PHENOMENOLOGICAL Azizah, Nur; Tsara Afra Inna Devi; Euis Nurhidayati
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7459

Abstract

Inclusive education plays a strategic role in fostering social empathy among children, particularly non-special needs children who interact with peers with special needs. This study explores parents' perceptions of social empathy development in non-special needs children at Aluna Montessori Kindergarten Jakarta, which implements a full inclusion model. Employing a descriptive phenomenological approach, five parents were selected through purposive sampling as participants. Data collection was conducted through semi-structured interviews and analyzed using Colaizzi's phenomenological procedure. Data validity was maintained through source triangulation and member checking with participants. Research findings indicate that daily interaction experiences within a fully inclusive environment facilitate the development of affective empathy, cognitive empathy, and prosocial behavior in non-special needs children. Children demonstrate spontaneous emotional responses, understanding of peers' varying needs, and attitudes of tolerance and acceptance toward diversity that become internalized both within school contexts and broader social settings. Findings underscore the significance of inclusive social experiences from early childhood periods in supporting authentic and sustainable social empathy formation in children.
Co-Authors Fatchiah E. Kertamuda Nur Azizah Tsara Afra Inna Devi