Kondisi pandemi COVID-19 menuntut adaptasi di berbagai aspek kehidupan manusia, termasuk di bidang pendidikan. Guru diharapkan melakukan pembelajaran jarak jauh. Berdasarkan penelitian sebelumnya, guru mengalami permasalahan dalam perencanaan pembelajaran, kolaborasi bersama orang tua, dan ketidakpuasan dalam aktivitas belajar secara daring. Adaptasi pembelajaran dan situasi pandemi dapat berdampak pada kesehatan mental guru sehingga tujuan penelitian ini untuk mengetahui kesehatan mental guru selama mengajar daring. Penelitian ini dilaksanakan dengan pendekatan kuantitatif menggunakan metode survei. Subjek pada penelitian ini adalah 330 guru sekolah dasar di bawah naungan suatu yayasan di Yogyakarta. Kesehatan mental guru diukur menggunakan Mental Health Inventory (MHI-38) versi bahasa Indonesia dengan reliabilitas sebesar .888. Hasil penelitian menunjukkan bahwa aspek negatif yang terdiri dari cemas, depresi, dan hilang kontrol memiliki nilai signifikansi p > .05. Aspek positif, yaitu emosi, cinta, dan puas, juga ditemukan memperoleh nilai signifikansi p >.05. Data tersebut menunjukkan bahwa guru sekolah dasar (SD) memiliki kondisi kesehatan mental yang sama secara signifikan. Kondisi kesehatan mental berdasarkan lamanya pengalaman mengajar ataupun jenis kelamin tidak menunjukkan adanya perbedaan (p > .005), baik keseluruhan kondisi kesehatan mental maupun setiap aspek kesehatan mental. Guru yang memiliki kesehatan mental yang baik mempunyai implikasi pada keterampilan regulasi emosi guru yang baik pula. Hal ini mendukung para guru meninjau kembali proses kognitif yang dimiliki untuk mengatur emosi dalam mendampingi peserta didik dan mengelola pembelajaran dengan baik selama mengajar daring. Perilaku yang ditampilkan oleh guru dapat menjadi model bagi peserta didik untuk dapat mengelola perilaku sesuai dengan kondisi yang dihadapi, terutama perilaku prososial.

Sexual education is importantly needed in giving students adequate knowledge on how important it is to take care of their reproductive organs and to raise an understanding of moral values about sexuality problems. In the other hand, as a fact, teachers and parents often give abstract explanation when children ask about sexuality. Based on the data from Komnas Perlindungan Anak, the fact shows that in January to June 2013, there were 1.032 violence cases done to children. These cases were divided into two: 294 physical violence cases and 241 psychological violence cases. The aim of this social service program was to conduct a practice of sexual education counseling for students in SD Kanisius Sengkan. The sexual education counseling process was done through Ignatian Pedagogy Paradigm (reflective) learning process. The results from the sexual education counseling done to students in SD Kanisius Sengkan showed that 69% of male and female students understood the sexual education given and knew how to take care of their body, 100% of male students and 94% of female students were able to take care of their body after they were given the sexual education counseling, 69% of male students and 80% of female students got the benefit from the sexual education counseling conducted.

Being a teacher is important and impactful for the society. The identity of the teacher reflects personal characteristics that contribute to the success of the learning process. Remote Area Teacher as a Driving Force (ATDF) is a program to advance Mappi Regency in the field of education. In the process of mentoring students, ATDF teachers need to know the identities they have. The purpose of this study was to determine the identity of the Remote Area Teachers as a Driving Force based on the types of teacher legitimization. The populations in this study were the Remote Area Teachers. The method used in this research was descriptive quantitative. The instruments used were questionnaires and interviews based on teacher legitimization, which were conducted on two ATDFs. The researcher used the data analysis model including: 1) Data Collection, 2) Data Reduction, 3) Data Display (Data Presentation), and 4) Conclusion Drawing / Verification. The results show that the ATDF teachers own the following types of identity: 1) Caring legitimization type, 2) Contextual legitimization type and 3) Psychological legitimization type. Those identities show that ATDF teacher 1) have a caring attitude towards student interests, 2) pay attention to students’ life which is reflected in the learning process in class and 3) focus on students' interests and behavior psychologically.

Teachers’ belief is an element that influences teachers’ decisions in their activities in the classroom. Researchers have formulated theories to conceptualize teachers’ knowledge and a fundamental belief in their teaching and developed methods to unpack them. ’Bumpy moments’ has been indicated as a potential method to uncover teachers’ belief in their natural setting. This study aims at developing an understanding of primary school teachers’ beliefs which underlie their decision in their classroom setting. The research used bumpy moments as a method. One primary school teacher who participated in this research were videotaped while she was teaching. The researchers and teacher watched their recorded teaching and the teacher was interviewed by using unstructured interview protocol. The research question was answered by running qualitative research to the primary school teacher. The research demonstrated that there are teacher beliefs held by the teacher. This can be seen in 1) beliefs in experience and ability in using media and methods in teaching, 2) beliefs in good teaching skills because understanding the students 'emotional dynamics in class and understanding the students' thought processes in learning, 3) beliefs in experiences in learning pedagogical knowledge in teaching. Bumpy moments methods were a potential method to be developed in Indonesian contexts.

The issue of ethics in research involving children has become a significant concern for researchers. This situation pertains to obtaining consent and conducting recruitment during and after the study, while ensuring the safety and well-being of the children involved. This investigation aims to identify ethical challenges in child studies across different countries. The study explores the application of research ethics in various nations and highlights the ethical predicaments that arise when conducting research with children, specifically concerning upholding their rights. Furthermore, the study uncovers that the interplay of cultural, social, economic, and political contexts can complicate adhering to ethical standards and protocols. Additionally, it notes that power dynamics between children and adults may create an unequal footing for child participants in research. In light of this, the study stresses the importance of considering children’s opinions and involvement, particularly in the context of their education and welfare, to protect their rights. It also underscores the need to prioritize children’s emotional well-being, which can have significant implications for bullying, body image, relationships with friends and family, and other areas that demand high sensitivity.