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All Journal Jurnal Konseling dan Pendidikan BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat
Marina Indriasari
Universitas Binawan
Humanities Education Public Health Social Sciences

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Penguatan Kapasitas Kader melalui Edukasi Video Makanan Pendamping ASI di Desa Dangdeur, Kecamatan Jayanti, Kabupaten Tangerang Sandra Hakiem Afrizal; Marina Indriasari; Romi Romi
BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Vol. 7 No. 1 (2025)
Publisher : LPMP Imperium

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36407/berdaya.v7i1.1498

Abstract

In 2021, the stunting rate in Dangdeur Village was still relatively high and is expected to decrease by 2024. Dangdeur Village, located in Jayanti Sub-district, Tangerang Regency, is one of the urban areas in Banten Province. Currently, the village has one main Posyandu (integrated health service post) with 10 satellite Posyandu units supported by 25 active cadres. The role of these cadres is crucial in efforts to reduce stunting rates. The method used in this program involved educating cadres through the screening of an educational video about complementary feeding (MPASI). This activity was conducted in August 2024. Before and after the video screening, cadres were given a series of questions to assess their knowledge levels. A total of 25 active cadres participated in the program, and the average knowledge score increased from 63 (Pre-test) to 78 (Post-test). It is hoped that this community service program will help reduce the prevalence of stunting among children in Dangdeur Village and can be implemented in other regions across Indonesia.
Oromotor Dysfunction and Nutritional Status in Children with Cerebral Palsy: Implications for Inclusive Education Marina Indriasari; Renan Prasta Jenie
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1190900

Abstract

Children with cerebral palsy (CP) often experience oromotor dysfunction, affecting feeding processes and nutritional status. This condition may impair physical development, learning readiness, and participation in educational environments. This study analyzes the relationship between oromotor function and nutritional status in children and adolescents with CP and explores its implications for counseling services and inclusive education. A cross-sectional study was conducted with 44 children and adolescents aged 2–20 years with CP in Jakarta. Oromotor function was assessed through clinical evaluation of feeding difficulties, including chewing, swallowing, and oral motor control, categorized as normal or oromotor dysfunction. Nutritional status was assessed using WHO z-scores for BMI-for-age and height-for-age. Chi-square tests and Odds Ratios (OR) were used for statistical analysis. Findings revealed that 36.4% of participants experienced oromotor dysfunction, with 68.1% classified at GMFCS levels III–V. Children with oromotor dysfunction had a significantly higher proportion of abnormal nutritional status (p < 0.05), with nearly four times the risk (OR = 3.9; 95% CI: 1.1–13.8). This study is limited by its cross-sectional design and small sample size. These findings emphasize the importance of collaboration among healthcare professionals, educators, and counselors to support the development and educational success of children with CP.
The mediating role of self-efficacy in the relationship between pedagogical competence and teacher performance in inclusive elementary schools Marina Indriasari; Rubini B; Suhardi E
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1203900

Abstract

Teacher performance in inclusive learning remains a critical issue, particularly in relation to pedagogical competence and teachers’ psychological readiness. This study examined the relationship between pedagogical competence and teacher performance in inclusive learning, with self-efficacy as a mediating variable. A quantitative cross-sectional survey was conducted involving 161 public elementary school teachers selected through proportional random sampling. Data were collected using validated questionnaires measuring teacher performance and self-efficacy, as well as a pedagogical competence test. The data were analyzed using path analysis, and the SITOREM method was used to determine priority areas for improvement. The findings showed that pedagogical competence positively influences teacher performance both directly and indirectly through self-efficacy. Self-efficacy was found to partially mediate the relationship between pedagogical competence and teacher performance in inclusive learning. These results indicate that improving teacher performance requires strengthening pedagogical competence while simultaneously enhancing teachers’ confidence in managing inclusive classrooms.
Co-Authors Renan Prasta Jenie Romi Romi Rubini B Suhardi E