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All Journal Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Elsa Fitria
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Humanities Education Other

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ANALISIS GAYA BELAJAR SISWA TUNAGRAHITA DI SKH NEGERI 02 KOTA SERANG Elsa Fitria; Yahdinil Firda Nadirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 04 (2024): Volume 10 No. 04 Desember 2024 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i04.4708

Abstract

This research aims to analyze the learning styles of students with intellectual disabilities using qualitative methods to dig deeper into the characteristics of their learning styles. The learning styles of students with intellectual disabilities are often influenced by their intellectual limitations, which affect the way they absorb and process information. Through a qualitative approach, this research focuses on collecting in-depth data through direct interviews with teachers, parents and students themselves to understand their needs and the most effective learning strategies. With this approach, it is hoped that certain patterns can be found that can help teachers in designing learning that is more appropriate to the characteristics and potential of students with intellectual disabilities. These interviews provide an opportunity to gain a subjective view of how students with intellectual disabilities learn and interact with learning materials. It is hoped that the results of this research will provide deeper insight into the importance of adapting teaching methods to suit the individual learning styles of students with intellectual disabilities, so as to increase the effectiveness of the learning process for them. The findings from this research can also be a basis for developing better inclusive education policies in the future Penelitian ini bertujuan untuk menganalisis gaya belajar siswa tunagrahita dengan menggunakan metode kualitatif untuk menggali lebih dalam tentang karakteristik gaya belajar mereka. Gaya belajar siswa tunagrahita sering kali dipengaruhi oleh keterbatasan intelektual yang dimiliki, yang mempengaruhi cara mereka menyerap dan mengolah informasi. Melalui pendekatan kualitatif, penelitian ini berfokus pada pengumpulan data secara mendalam melalui wawancara langsung dengan guru, orang tua, serta siswa itu sendiri untuk memahami kebutuhan dan strategi pembelajaran yang paling efektif bagi mereka. Dengan pendekatan ini, diharapkan dapat ditemukan pola-pola tertentu yang dapat membantu guru dalam merancang pembelajaran yang lebih sesuai dengan karakteristik dan potensi siswa tunagrahita. Wawancara ini memberikan kesempatan untuk memperoleh pandangan subjektif mengenai bagaimana siswa dengan disabilitas intelektual ini belajar dan berinteraksi dengan materi pembelajaran. Hasil dari penelitian ini diharapkan dapat memberikan wawasan yang lebih mendalam mengenai pentingnya adaptasi metode pengajaran yang disesuaikan dengan gaya belajar individu siswa tunagrahita, sehingga dapat meningkatkan efektivitas proses pembelajaran bagi mereka. Temuan dari penelitian ini juga dapat menjadi dasar bagi pengembangan kebijakan pendidikan inklusif yang lebih baik di masa depan.
GROUP GUIDANCE USING SPIRITUAL EMOTIONAL FREEDOM TECHNIQUE (SEFT) TO REDUCE STUDENT’S CAREER ANXIETY Peni Ramanda; Imalatul Khairat; Hapsah Md Yusof; Elsa Fitria; Hamzah Rifa’i
Jurnal Bikotetik (Bimbingan dan Konseling : Teori dan Praktik) Vol. 9 No. 1 (2025): Jurnal Bikotetik (Bimbingan dan Konseling : Teori dan Praktik)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bikotetik.v9n1.p26-40

Abstract

This study aims to examine: (1) the implementation of group guidance services using the SEFT (Spiritual Emotional Freedom Technique); (2) the career anxiety condition among students at the Faculty of Tarbiyah and Teacher Training (FTK), UIN Banten; and (3) the effectiveness of group guidance with SEFT technique in reducing students' career anxiety. The research method employed a quantitative experimental approach using a One-Group Pretest-Posttest design. Seven students were selected as samples through purposive sampling and assigned as members of the group guidance session (experimental group). Data collection involved administering a pretest and posttest using the Student Career Anxiety Scale (SCAS), developed based on Greenberger & Padesky's theory. The data were analyzed using the Wilcoxon signed-rank test. The results revealed that: (1) group guidance was conducted over five sessions following the stages of group development forming, transition, working, and closing—with each session focusing on one career-related topic; the SEFT technique was implemented at the beginning of the closing stage; (2) career anxiety among FTK UIN Banten students showed a progressive decline in average scores: 62.43 (pretest), 60.57 (after first treatment), 59.43 (after second treatment), 58.29 (after third treatment), 52.57 (after fourth treatment), and 50.43 (after final treatment); and (3) the group guidance service using the SEFT technique was effective in reducing students’ career anxiety, with a statistically significant value of 0.018 (< 0.05). These findings highlight the potential for developing a career guidance model that integrates both spiritual and emotional dimensions.  Keywords: Group Guidance, SEFT Technique, Career Anxiety
Co-Authors Hamzah Rifa’i Hapsah Md Yusof Imalatul Khairat Peni Ramanda, Peni Yahdinil Firda Nadirah