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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Academica: Journal of Multidisciplinary Studies
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Strategi Pendidik dalam Meningkatkan Kemandirian Anak dengan Autisme di SKh Pandita Serang Zakyyatun Nufus Zakyya; Hunainah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6775

Abstract

Tujuan dari penelitian ini adalah untuk menyelidiki strategi yang digunakan oleh pendidik dalam meningkatkan kemandirian anak-anak yang mengalami gangguan spektrum autisme di Sekolah Khusus Pandita Kota Serang. Dengan memanfaatkan metode kualitatif deskriptif, peneliti melakukan observasi dan wawancara dengan guru yang mengajar siswa dengan inisial AZ. Hasil dari penelitian ini menunjukkan bahwa pendidik menerapkan cara pembelajaran yang bersifat individual, dan memanfaatkan alat bantu pengajaran seperti teka-teki, dan permainan untuk mengasah keterampilan motorik, serta menciptakan komunikasi emosional yang penuh empati. Strategi yang diterapkan terbukti efektif dalam meningkatkan kemampuan komunikasi motorik dan kemandirian siswa, meskipun kemajuan tersebut berlangsung secara bertahap. Keterlibatan orang tua juga berkontribusi signifikan Meskipun tidak semuanya menunjukkan partisipasi aktif. Penelitian ini menekankan bahwa penerapan strategi yang fleksibel dan konsisten memiliki dampak besar dalam membangun kemandirian anak-anak dengan autisme di dalam lingkungan pendidikan khusus.
Menyeimbangkan Akal dan Hati: Integrasi Psikologi Kognitif dan Humanistik dalam Pembelajaran Nufus Tahfidzi; Siti Rohati; Hunainah; Fandy Adpen Lazzavietamsi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.8959

Abstract

This article explores the significant roles of cognitive and humanistic psychology in the learning process. Cognitive psychology emphasizes how learners process information, construct knowledge, and develop critical thinking skills through mental stages described by theorists such as Piaget, Bruner, and Gagné. Meanwhile, humanistic psychology focuses on the holistic development of human potential by placing needs, intrinsic motivation, and self-actualization at the core of education. Using a library research approach, this study finds that both theories complement each other: cognitive psychology enhances learners’ intellectual abilities, while humanistic psychology nurtures emotional and social growth. The integration of both approaches leads to a more meaningful, effective, and human-centered learning process, where teachers act as facilitators who help students understand themselves and their surroundings.
Instilling Discipline Based on Teacher Exemplary Behavior in Madrasas: A Literature Review Ali Yakub; Rumbang Sirojudin; Hunainah; Eti Shobariyah
Academica: Journal of Multidisciplinary Studies Vol. 9 No. 2 (2025): July-December 2025
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/academica.v9i2.14475

Abstract

Objective: The rapid expansion of digital technologies has intensified adolescents’ exposure to online gambling, raising concerns about its social, educational, and psychological consequences. This study aims to examine patterns of online gambling among adolescents, associated behavioral changes, and the implications for education within the local context of Cilegon City, Indonesia. Method: Using a qualitative document-based research design, the study analyzes secondary data drawn from local statistical reports, policy documents, academic studies, and school- and community-based intervention records related to online gambling. Result: The findings indicate that adolescent engagement in online gambling is facilitated by high digital accessibility, peer influence, and the normalization of gambling elements in online gaming environments. Behavioral changes observed include increased impulsivity, emotional instability, social withdrawal, and distorted perceptions of risk and reward. These behavioral shifts are closely linked to educational consequences such as declining academic engagement, reduced learning motivation, and weakened school attachment. Family and school contexts emerge as critical factors, functioning both as sources of risk and as potential protective environments, depending on the quality of supervision, communication, and institutional support. The study highlights significant gaps in preventive efforts, particularly the lack of structured school-based programs and coordinated home–school interventions. Conclusion: The findings underscore the need for integrated, education-centered prevention strategies and context-sensitive policies to address adolescent online gambling as a multidimensional social and educational issue.
Co-Authors Ali Yakub Eti Shobariyah Fandy Adpen Lazzavietamsi Nufus Tahfidzi RUMBANG SIROJUDIN Siti Rohati Zakyyatun Nufus Zakyya