Abstract-Character Education is a topic that is being discussed in the world of education in Indonesia. Character education needs to be applied from an early age, as early childhood (between from 2 to 7 years) is a time when people begin to learn about the ways of life and socializing. Where the curriculum of Early Childhood Education is structured not only to teach children about reading, writing, and counting, but teaching children on the ways and values of behavior in society such as courtesy, honesty, discipline, and so forth. Research data obtained from survey results at Early Childhood School in Happy Kids Indonesia, Bogor. Of the 35 respondents, 75% of parents understood the importance of early childhood education; 85% of parents understand that there is a strong link between early childhood education and character building for students; Education pattern applied in school with approach to play, study, spiritual, and culture.
Guidance and Counseling in schools is a service that is held as one of the support of teaching and learning activities in schools. In its day-to-day activities guidance and counseling is organized by Guidance and Counseling teachers to implement four areas of counseling, counseling services, support activities that all can assist students in learning in school and living everyday life as learners. Based on its activities a Guidance and Counseling teacher needs to master the governance of Guidance and Counseling services in school, because a teacher Guidance and Counseling is a manager and implementer of every Guidance and Counseling service in school. Guidance and Counseling Teachers should be able to design Guidance and Counseling programs, make measurements, archive all counseling data relating to students to the evaluation. All such activities are called governance of Guidance and Counseling services in schools. Thus a Guidance and Counseling teacher has a significant role in governance of counseling and guidance services for students at school. A significant role of teachers Guidance and Counseling can help students in developing personality and ultimately students can plan their future according to capabilities possessed. Keywords: guidance and counseling, management, service, school, students
Children with Special Needs are children who have special behaviors that require guidance and special education from his parents and teachers. Like children in general, children with special needs also have the development and growth of the physical, mental, psychological and sexual. Based on the research conducted by researchers together with some teachers in individuals investigated, if the children with special needs get therapy sustained every day about sexual behavior and patterns of life, then they tend to have a positive sexual behavior, but if the therapy is not done, then they tend to a negative behavior. This study used the name Parents Therapy, in which the children with special needs who have negative sex in schools (respondents one child), as is often held his cock, embraced by aggressive children of the opposite sex therapy is given not only to their children but also their parents through counseling services. This treatment method is given for 30 days, but there are three days of therapy which is not performed as comparison changes in deviant behavior in children. The results of this therapy are very positive and significant, in which the child has calmness in his mental condition and the negative sexual behavior decreased (changed in his behavior).Keywords: Children with Special Needs, sexual behavior, Parents Therapy and counseling servicesABSTRAKAnak Berkebutuhan Khusus adalah anak yang memiliki perilaku khusus yang memerlukan bimbingan dan pendidikan khusus dari orangtua maupun guru. Seperti layaknya anak pada umumnya, Anak Berkebutuhan Khusus juga memiliki perkembangan dan pertumbuhan dari sisi fisik, mental, kejiwaan maupun seks. Dari penelitian yang dilakukan oleh peneliti bersama dengan beberapa guru pada individu yang diteliti, apabila anak berkebutuhan khusus mendapatkan terapi yang berkesinambungan setiap harinya tentang perilaku seks dan pola hidup, maka anak memiliki perilaku seks yang positif, namun apabila terapi tidak dilakukan, maka anak memiliki perilaku yang negatif. Penelitian ini menggunakan nama Parents Therapy, di mana, anak berkebutuhan khusus yang mengalami perilaku seks negatif di sekolah (responden satu anak), seperti sering memegang kemaluannya, memeluk dengan agresif anak-anak yang berlawanan jenis diberikan terapi bukan hanya pada anaknya namun juga orangtuanya melalui layanan konseling. Metode terapi ini diberikan selama 30 hari, namun ada tiga hari terapi tidak dilakukan sebagai pembanding perubahan perilaku menyimpang pada anak. Hasil terapi ini sangat positif dan signifikan, di mana anak tersebut memiliki ketenangan dalam kondisi jiwanya dan perilaku seks negatifnya mengalami penurunan (ada perubahan perilaku).Kata kunci: Anak Berkebutuhan Khusus, perilaku seks, Parents Therapy, dan layanan konseling
Abstrak Jumlah penduduk lansia Indonesia saat ini yang sudah mencapai persentase 9,6% dari total jumlah penduduk menjadi perhatian semua stakeholder termasuk pemerintah dan akademisi di perguruan tinggi. UKI yang berkedudukan wilayah terdapat di Jakarta Timur menjadi salah satu dari lima perguruan tinggi yang dihunjuk langsung oleh pemerintah provinsi DKI Jakarta melalui Dinas Pemberdayaan Perlindungan Anak dan Pengendalian Penduduk (Dinas PPAPP) Provinsi DKI Jakarta untuk melakukan kegiatan KKN Tematik, yang oleh UKI dilaksanakan dalam bentuk kegiatan pengabdian kepada masyarakat dengan jenis kegiatan pendampingan pengelolaan dan pembinaan kelompok Bina Keluarga Lansia (BKL). Adapun yang menjadi tujuan dari kegiatan pengabdian ini adalah untuk menggairahkan kembali kelompok-kelompok BKL yang sudah pernah terbentuk, namun tidak ada aktifitas alias mati suri. Bekerjasama dengan Sudin PPAPP Jakarta Timur, Tim UKI diarahkan untuk melakukan pendampingan dan pembinaan kepada kelompok BKL di RW 05 Kelurahan Cililitan. Berdasarkan data yang diperoleh, terdapat sekitar seratus orang lansia yang menjadi anggota tetap BKL di RW 05 Kelurahan Cililitan, yang pada saat awal dibentuk memiliki struktur kepengurusan yang sah dan berbagai macam program. Namun beberapa waktu terakhir dengan adanya pergantian kepengurusan, aktifitas berkurang bahkan struktur kepengurusan juga belum memeroleh pengesahan dari Kelurahan. Hal ini disebabkan oleh beberapa faktor, di antaranya tidak tersedianya cukup banyak waktu oleh pengurus yang terbaru untuk melakukan koordinasi. Melalui kegiatan pendampingan dan pembinaan yang dilakukan oleh tim UKI bekerjasama dengan dinas PPAPP diperoleh beberapa hasil, di antaranya semakin bertambahnya pengetahuan para kader tentang kelanjutusiaan yang diperoleh dari kegiatan sharing dan diskusi, terbentuknya kepengurusan kelompok BKL yang disahkan oleh Lurah Kelurahan Cililitan dan adanya program terencana kelompok BKL Kata kunci: Bina Keluarga Lansia, Pengabdian kepada Masyarakat, Kelanjutusiaan Abstract The current population of elderly Indonesians who have reached 9.6% of the total population is the concern of all stakeholders including the government and academics in tertiary institutions. UKI domiciled in East Jakarta is one of five tertiary institutions appointed directly by the provincial government of DKI Jakarta through the Office of the Empowerment of Child Protection and Population Control (Dinas PPAPP) of DKI Jakarta Province to carry out Thematic Community Service Program activities, which is conducted by UKI in the form of community service activities with the type of mentoring management and fostering the Elderly Family Development (BKL) group. The purpose of this community service activity is to revive BKL groups that have already been formed, but there is no suspended activity. In collaboration with East Jakarta PPAPP Sub-dept., The UKI Team was directed to provide assistance and guidance to the BKL group in RW 05, Cililitan Village. Based on the data obtained, there are about one hundred elderly people who become permanent BKL members in RW 05, Cililitan Sub-District, which at the beginning were formed having a legal management structure and various programs. However, recently with the change of management, activities have been reduced, even the management structure has not yet received approval from the Kelurahan. This is caused by several factors, including the unavailability of enough time for the latest management to coordinate. Through the mentoring and coaching activities carried out by the UKI team in collaboration with the PPAPP service, several results were obtained, including the increasing knowledge of cadres about humanity obtained from sharing and discussion activities, the formation of the management of the BKL group which was endorsed by the Kelurahan of Cililitan and the planned group program BKL Keywords: Elderly Family Development, Community Service, Continuation
Bullying behavior is behavior performed by a person or other person as a result of a person's emotional outbursts or anger towards their opponent. Bullying behavior can be physical, verbal, and non-verbal. Bullying behavior can also occur in the school environment, namely, teachers applying Bullying behavior towards pupils, such as physical bullying, teachers slapping students, slapped students; non-verbal bullying, i.e. teachers scold students with rants and insults that corner students mentally, non-verbal bullying, such as teachers physically punishing students, for example, flag salutes all day, push up 100 times to result in students falling ill and fainting. Therefore, this study studied to the extent that the perception of teachers in Christian elementary schools in DKI Jakarta on the issue of bullying is both physical, verbal, and non-verbal. The sample from this study is 100 (one hundred) Christian elementary school teachers in DKI Jakarta. The results of Lower 54.3704 and Upper 57.0296 are in the range of 50-58 included in the "good" group, meaning teachers in Christian school environments have/have understood the meaning of physical bullying, so teachers in Christian schools do not support physical bullying against their students; The results of lower 50.7970 and Upper 52.9430, are in the range of 50-58 belongs to the "good" group, meaning teachers in Christian school environments have/have understood the meaning of verbal bullying, so teachers in Christian schools do not support verbal bullying against their students; Lower 47.5753 and Upper 49.6847 results are in the range of 48-56 included in the "good" group, meaning teachers in Christian school environments have/have understood the meaning of non-verbal bullying, so teachers in Christian schools do not support nonverbal bullying of their students.
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