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All Journal Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Jurnal Ilmu Kesehatan dan Psikologi Progressive Journal of Educational Science
Asnawi, Mohamad Fauzil Adhim
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Religion Humanities Education Health Professions Medicine & Pharmacology Nursing Public Health Social Sciences

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Terapi Cognitive Behavior Therapy (CBT) Pada Penderita Obsessive Compulsive Disorder (OCD): Systematic Literature Review Asnawi, Mohamad Fauzil Adhim; Mukminin, Emha Zainul
HARAPAN: Jurnal Ilmu Kesehatan dan Psikologi Vol. 2 No. 2 (2025): Volume 2 Number 2 Tahun 2025
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/harapan.v2i2.351

Abstract

This article aims to review studies on the application of Cognitive Behavior Therapy (CBT) for individuals with Obsessive Compulsive Disorder (OCD), focusing on the therapeutic approach, target population, and research designs used. The review covers 11 research articles published in international journals between 2014 and 2019. The findings indicate that the majority of study participants were adults, with the main goal of the interventions being to reduce OCD symptoms through CBT. The review confirms the effectiveness of CBT in treating various subtypes of OCD. Furthermore, the findings provide valuable insights for therapists, caregivers, and individuals with OCD in selecting appropriate therapeutic strategies, and serve as a foundation for future research in clinical psychotherapy.
Mapping Evidence on Engklek and Social-Emotional Development in Early Childhood: A Systematic Literature Review Nurhayati, Nurhayati; Maisari, Sri; Asnawi, Mohamad Fauzil Adhim; Hamimah, Hamimah; Rohyatin, Hennira
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 9 No 2 (2025): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ijecie.v9i2.1233

Abstract

Social-emotional development is a core dimension of early childhood education because it shapes children’s ability to build relationships, manage emotions, and adapt to social environments. A growing body of research indicates that traditional games can foster these competencies through activities that require cooperation, interpersonal communication, and self-regulation. This article presents a systematic literature review to map and synthesize empirical evidence on the contribution of the traditional game engklek to young children’s social–emotional development. The literature search was conducted across Google Scholar, Garuda, DOAJ, ERIC, and institutional repositories, covering publications from 2015 to 2025. Study selection followed the stages of identification, screening, and eligibility assessment, resulting in 14 articles that met the inclusion criteria and were thematically analyzed. The synthesis indicates that engklek contributes to three main domains: (1) social skills (e.g., cooperation, rule-following, and communication), (2) emotion regulation (e.g., frustration control and persistence), and (3) prosocial behavior and peer interaction quality (e.g., empathy, sharing, and conflict resolution). These findings suggest that engklek functions not only as a cultural practice but also as a pedagogical medium that aligns with play-based learning grounded in local contexts. The review supports integrating traditional games into early childhood curricula and developing contextual, inclusive, and child-friendly instructional strategies.
Effectiveness of Islamic Education Learning Model Based on Higher Order Thinking Skills (HOTS): Systematic Review Asnawi, Mohamad Fauzil Adhim; Mas’ad, Zamilul
Progressive Journal of Educational Science Vol. 1 No. 2 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i2.330

Abstract

This study aims to systematically review the effectiveness of various Islamic Religious Education learning models based on Higher Order Thinking Skills (HOTS). In facing the challenges of the 21st century, higher-order thinking skills are crucial to form critical, creative, and reflective learners. This study examines various HOTS learning models such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), Discovery Learning, Inquiry Learning, Integrative-Conceptual Models, and Digital Learning in the context of PAI. The results of the study show that all of these models consistently improve student learning outcomes from both cognitive and affective aspects. However, its implementation faces several obstacles, especially in teacher readiness, limited facilities and infrastructure, and lack of understanding in HOTS-based assessments. Thus, increasing teacher capacity, strengthening infrastructure, and developing contextual evaluation instruments are urgent matters for optimizing HOTS learning in Islamic Religious Education. 
Co-Authors Hamimah, Hamimah Maisari, Sri Mas’ad, Zamilul Mukminin, Emha Zainul Nurhayati Nurhayati Rohyatin, Hennira