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Kammer Tuahman Sipayung
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INDONESIA
Jurnal Pendidikan dan Pengajaran
Published by Merwinspy Publisher
ISSN : -     EISSN : 30259088     DOI : https://doi.org/10.69820/jupeja.v1i1
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Menyediakan sarana publikasi penelitian empiris dan bidang pengajaran dan linguistik terapan. Menyebarluaskan hasil-hasil penelitian ilmiah baru dalam bidang tersebut yang dapat diterapkan sebagai solusi alternatif dalam bidang linguistik terapan maupun pengajaran. Mempercepat transfer pengetahuan dari penelitian ke praktik. Oleh karena itu, jurnal ini memuat artikel empiris dan ulasan kritis baik menggunakan pendekatan kuantitatif (mainstream), pendekatan kualitatif (alternatif), dan metode lainnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
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IMPLEMENTASI PEMBELAJARAN KONSELING DENGAN PENDEKATAN TERAPEUTIK LOVE LANGUAGE TERHADAP MOTIVASI BELAJAR ANAK USIA DINI Rina Hizriyani; Cici Masriah; Cucu Sopiah
Jurnal Pendidikan dan Pengajaran (JUPEJA) Vol. 3 No. 1 (2025): Februari
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jupeja.v3i1.606

Abstract

Learning motivation in early childhood education remains a significant challenge, as young children are developmentally prone to experiencing fluctuations in attention, interest, and engagement during learning activities. These conditions may affect their participation and enthusiasm in the classroom. This study aims to describe the implementation of a counseling-based learning approach grounded in language-of-love therapy to enhance the learning motivation of Group A children. The study employed a qualitative research design, with data collected through classroom observations, interviews, and documentation. The findings indicate that the counseling-based learning approach integrated with language-of-love therapy was implemented effectively through teachers’ affectionate interactions, emotional attentiveness, positive communication, and responsive support for children’s individual needs. This approach contributed positively to children’s learning motivation, as reflected in increased enthusiasm, active participation, engagement, and willingness to take part in learning activities. The findings suggest that integrating therapeutic counseling principles with a language-of-love approach can foster a safe, emotionally supportive, and enjoyable learning environment for young children. Therefore, this approach has potential as an alternative pedagogical strategy for strengthening learning motivation and supporting the social-emotional development of children in early childhood education settings
IMPLEMENTASI MODEL KONSELING CALM CORNER DALAM MEMBANTU PERKEMBANGAN EMOSIONAL ANAK USIA DINI Rina Hizriyani; Alda Thalia Salsabila
Jurnal Pendidikan dan Pengajaran (JUPEJA) Vol. 3 No. 2 (2025): November
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jupeja.v3i2.607

Abstract

Emotional development is an important aspect of human development, including in early childhood. Emotional development in young children refers to their ability to recognize and express their feelings toward themselves and others. To support appropriate emotional development, teachers can employ various methods to facilitate the developmental process. One method that can be used is the Calm Corner counseling model, also known as a quiet corner for children. This study employed a qualitative research method aimed at examining the implementation of the Calm Corner counseling model in supporting the emotional development of young children in Group A at TK Aisyiyah Bustanul Athfal Tengah Tani. The subjects of the study consisted of six children. The results showed that all six children initially experienced difficulties in emotional development. However, their emotional development gradually improved after the implementation of the Calm Corner in the classroom. This improvement was reflected in the final results, which showed an increase in the percentage of children who demonstrated emotional development. Initially, none of the children (23%) were able to demonstrate the expected emotional development independently. After the implementation of the Calm Corner, this percentage increased to 83%. Meanwhile, the percentage of children who were able to demonstrate the expected emotional development with assistance decreased from 83% to 17%. Children who were previously unable to demonstrate the expected emotional development subsequently became able to do so with assistance. Therefore, the findings of this study indicate that the Calm Corner can be used as an alternative strategy to support the emotional development of young children.

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