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RESPECT AND LOVE : SAY NO TO BULLYING

RESPECT AND LOVE : SAY NO TO BULLYING

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National Commission for Child Protection (Komisi Perlindungan Anak Indonesia, abbreviated as KPAI) has recorded approximately 2.355 violation towards children’s protection up until August 2023. This data does not yet include the number of cases which are not reported to KPAI. Dysfunctional household, not so-family-friendly television and social media, low effort from school’s policy in creating safe environment as well as self-control are several factors that might cause bullying cases. Violent dominance of online game as well as lack of parental supervision are also other reasons for bullying to occur. 

Worry from many party, especially parents as well as school board have arisen with above data as well as extreme cases that has been revealed. Therefore, Community Service Team from Faculty of Psychology, Universitas Gunadarma, in cooperation with the Elementary School of Global Islamic Lab School – Depok held a psychoeducation activity with theme of RESPECT AND LOVE : SAY NO TO BULLYING. It aimed to increase the awareness of students about the result of bullying both for perpetrators as well as for victims. 

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Room 1 : Warda Lisa M.Psi., Psikolog is delivering materials
Room 1 : Warda Lisa M.Psi., Psikolog is delivering materials

What is Bullying? 

The speakers in this psychoeducation are explaining about bullying, its examples of what considers as bullying behavior, many parties who are involved, and of course the psychological impact both for the perpetrators and victims. 

Bullying is:

  • Terrible and unpleasant behavior, verbally, physically, and socially 
  • It is done by someone or a group of people
  • It is done intentionally such as inflicting pain, causing uncomfortableness, causing stress and pressure, as well as inflicting fear 
  • It can be done both in real world as well as in virtual world 

What are the behaviors that is considered as bullying? 

In this occasion, students are presented with knowledge about types of bullying in the hopes that they would understand more and be more cautious when interacting with their friends. 

Bullying itself is a behavior of inflicting fear (especially to force other people to do something) which is divided into several form as follows :

Physical: Hitting, slapping, pushing, biting, kicking, pinching, clawing, sexual harrasment 

Verbal: Insulting / humiliating / threatening / disturbing / condescending someone about their physical characteristics and appearance (e.g. height, weight, outfit, glasses), ridiculing the way one speaks or their accent, and referring them with their disabilities or impairment 

Social: The use of many methods to ruin someone’s social relationship and reputation, ignoring their presence, isolating them from circle of friends or group play, as well as spreading rumors about them 

Room 2 Ruang 2: Astri Kusuma. M.Psi.,Psikolog is delivering materials
Room 2 Ruang 2: Astri Kusuma. M.Psi.,Psikolog is delivering materials

Cyberbullying

In today’s era of technology, children cannot be separated from their gadget and in turn with social media. Social media provides an environment where people can make statement about what and how they feel using insult and blasphemous words in various platform. In psychology, the use of electronic media / digital technology to hurt other people through social media, chatting, and games is called cyberbullying. 

The types of cyberbullying are as follows: 

  • Defamation / lying about other people 
  • Angering / humiliating other people 
  • Posting someone’s picture without their permission 
  • Posting hurtful and embarrasing pictures / comments
  • Spreading hoax 
  • Sowing hatred on someone 
Warda Lisa. M.Psi.,Psikolog is delivering materials
Warda Lisa. M.Psi.,Psikolog is delivering materials
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Bullying ini can put many people in disadvantages, such as victims, perpetrators, as well as bystanders (uninvolved party who are around when bullying is occured) 

For Victims : Being afraid of going to school, physical and psychological wound, feeling embarrased, scared, trauma, not confident, wanting to take revenge, declining of academic achievement, and could also cause mental disturbance to the point of wanting to kill oneself 

For perpetrators: Unstable emotion, being disliked and avoided by friends, receiving punishment from teacher / schools, being expelled from school and entering juvenile detention center / prison for adolescent. 

 

What can be done for bullying prevention

Having the courage to say NO to bullying, Being courageous to report bullying to other people (teachers and parents), helping and support victims, learning to accept difference in everyone, and building a positive friendship 

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Students are not just listening to the materials. They are also presented with a situation / example of bullying and then they discuss about how to solve this case 

During this occasion, all facilitators give an ice breaking time in order to make situation more fun. If students ask questions or if they can answer some questions from speakers / facilitators, they are given a token of appreciation. Hopefully, this activities can be beneficial for everyone who are involved and can increase students’ awareness of the danger of bullying 

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THE IMPORTANCE OF GROWTH MINDSET IN GENERATION Z

THE IMPORTANCE OF GROWTH MINDSET IN GENERATION Z

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This community service activity is a collaboration between the Abdimas Team at the Faculty of Psychology, Universitas Gunadarma and SMK Yadika 13 Tambun, Bekasi Regency. The activity entitled “The Importance of Growth Mindset in Generation Z” was held on Friday, November 10th, 2023. Located at SMK Yadika 13 Tambun, Bekasi Regency and keynote speaker, Dr. Marcia Martha, M.Si., this activity was attended by students and teachers at SMK Yadika 13.

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In her presentation, Dr. Marcia Martha explained that mindset is a set of beliefs or thoughts that shaped how we see and respond to ourselves and the world. Mindset itself is divided into two, namely fixed mindset and growth mindset.

Growth Mindset

It is a fundamental belief that their learning and intelligence can grow with time, effort and experience.

Growth Mindset in the Context of Vocational Education

“Growth Mindset is a conviction that one’s intelligence and abilities can be developed infinitely through learning and effort”

Individuals who have a growth mindset:

  1. Have the belief that intelligence, talent and traits are not a function of heredity/heredity.
  2. Accept challenges and take them seriously
  3. Stay forward-looking from failure
  4. Have a positive opinion of the effort
  5. Learn from criticism
  6. Find lessons and be inspired by the success of others

Fixed Mindset

Fixed Mindset is based on the common belief that the quality of a person is already established if one possesses a certain amount of intelligence, a certain personality and a certain moral character.

Individuals who have a fixed mindset usually :

  1. Believe that intelligence, talent, traits are a function of heredity.
  2. Believe that only talent leads to success
  3. Consider effort to achieve success pointless
  4. Avoid challenges
Forming a Growth Mindset: No Slacking on Learning, Failure is not the end, Accepting Criticism.
Forming a Growth Mindset: No Slacking on Learning, Failure is not the end, Accepting Criticism.
Practicing Positive Thinking with Growth Mindset: Think positive, Prioritize the process, Make peace with yourself, Share with others.
Practicing Positive Thinking with Growth Mindset: Think positive, Prioritize the process, Make peace with yourself, Share with others.
What teachers can do to develop a growth mindset: Praise every effort the student makes, Help students to set their goals, Create a safe learning environment for students to learn "Say No To Bullying".
What teachers can do to develop a growth mindset: Praise every effort the student makes, Help students to set their goals, Create a safe learning environment for students to learn “Say No To Bullying”.

Be a teacher who has :
Unconditional love
A teacher who is exemplary
A teacher who can create a safe classroom
A teacher who respects each student’s thoughts
A teacher who can deliver instructions clearly to students

Growth Mindset Development: Vocational Education:

  • The principle of developing a growth mindset in learning is to present challenges to students.
  • Without challenges, students will not get the opportunity to take risks and sense of progress.
  • Meanwhile, comfortable conditions without the opportunity to take risks will encourage a fixed mindset.

References:

Claro, Susana; Paunesku, David; Dweck, Carol S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664–8668. doi:10.1073/pnas.1608207113 

Hochanade, A., Finamore, D. (2015). Fixed And Growth Mindset In EducationAnd How Grit Helps Students Persist In The Face Of Adversity. Journal of International Education Research, No 11 (11)

Campbell, A., Craig, T., & Reed, BC. (2019): A framework for using learning theories to inform ‘growth mindset’ activities, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2018.1562118

Muhibbin, M., & Wulandari, R. (2021). The Role of Grit In Indonesian Student. Psychosophia: Journal  of Psychology, Religion, and Humanity, 3(2), 112-123. https://doi.org/10.32923/psc.v3i2.1725

EFFECTIVE DIGITAL LEARNING FOR CHILDREN WITH AUTISM

EFFECTIVE DIGITAL LEARNING FOR CHILDREN WITH AUTISM

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This community service activity is a collaboration between the Community Service Team of the Faculty of Psychology, Gunadarma University and SLB Sarana Terpadu, South Jakarta. The theme raised in this activity is “Effective Digital Learning for Autistic Children”. With the resource person Dr. Wahyu Rahardjo, this activity was held on Thursday, November 30th, 2023 at Graha Simatupang Building, South Jakarta.

Dr. Wahyu Rahardjo in his presentation stated that the application of technology in the lives of autistic children has several goals.

  1. The initial goal is to support autistic people and their families to learn how to cope with autism correctly, overcome existing challenges, strengthen the well-being and behavior of autistic people and their families on a daily basis.
  2. Then, the application of technology in the lives of autistic children can also improve certain competencies possessed by autistic children and increase the interest and motivation of autistic students to learn certain materials.
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In an effort to apply technology to the lives of autistic children, of course, there are basic problems, including:
    1. Institutional Readiness
      Refers to how institutions can strive to provide facilities and infrastructure that can support the application of technology to autistic students. This will certainly be related to the costs that will be incurred by the institution in providing supporting facilities and infrastructure.
    2. Readiness of Human Resources
      The resources referred to here are teachers. Before giving teaching about technology to Autistic students, of course, teachers must first understand the application of this technology. The institution can equip teachers by including teachers in certain training activities that can certainly increase teacher knowledge about technological developments.
    3. Technology Readiness
      This is the next basic problem that is no less important. Because, to apply the use of technology to the lives of autistic children, of course, it must be supported by technological readiness. Technology readiness here refers to, for example, the availability of internet networks, computer devices and so on.
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Digital Learning Challenges for Autistic Children:
  1. Can use but will encounter difficulties in some areas that require complex reasoning.
  2. Potential for anxiety in autistic students
  3. Difficulty in manual dexterity and using the mouse. Design solution: use specially designed games and activities to teach mouse control and keyboard use.
  4. Students prefer a quiet and serene environment when performing tasks. Design solution: sound can be set to silent for all designed modules.
  5. Students with autism respond better to visual information than just textual information. Design solution: user interface graphics are designed with bright colors
  6. Students with autism are attracted to still objects and tend to focus on small details. Design solution: the user interface is designed simply without cluttered visual cues
  7. Autistic students tend to exhibit repetitive behaviors and prefer predictable events. Design solution: special consideration is given to introducing new concepts at a slower pace, the educational games introduced in this app progress sequentially.
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Things to Remember for Digital Learning for Autistic Children
  1. CAI creation requires collaboration from various parties with their respective competencies
  2. Pay attention to the autism spectrum level of the student
  3. Use digital learning with minimal options. Because the more complex the options, the greater the struggle and confusion for the student.
  4. Focus on digital learning whose learning objectives are also simple
  5. Autistic students need longer learning time
  6. If it is a video lesson, make sure the words spoken by the model or tutor are simple and clear.
  7. For non-inclusive classes, learning can be done together in groups.
  8. Class conditions must be controlled without distractions because autistic students have the potential to experience disorientation of focus while learning.
  9. After the lesson, a survey should be conducted to get students’ impressions and feedback.

References :

  • Abduljabar, T. M. (2021). E-learning based mobile application for kids with Autism Spectrum Disorder. Tesis (tidak dipublikasikan). Altinbas University.
  • Adams, D., Simpson, K., Davies, L., Campbell, C., & MacDonald, L. (2019). Online learning for university students on the autism spectrum: A systematic review and questionnaire study. Australasian Journal of Educational Technology, 35(6), 111-131.
  • Biju, S. M., Todd, C., Tchantchane, L., & Yakoob, B. (2013). E-learning software for students with autism. Dalam T. Sobh & K. Elleithy (Eds.), Emerging trends in computing, informatics, system sciences, and engineering: Lecture notes in electrical engineering (pp. 403-410). Springer. doi: 10.1007/978-1-4614-3558-7_33
  • Blundell, C., Lee, K. T., & Nykvist, S. (2016). Digital learning in schools: Conceptualizing the challenges and influences on teacher practice. Journal of Information Technology Education: Research, 15, 535-560
  • Musaraj, J., & Muskaj, B. (2022). Technology as a learning tool: Access of austistic children to learning. International Journal of Special Education, 37(2), 129-139. https://doi.org/10.52291 /ijse.2022.37.46
Training on the Implementation of Metacognition as Meaningful Learning

Training on the Implementation of Metacognition as Meaningful Learning

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One effort to achieve better education in Indonesia is by improving the quality of human resources (HR). In accordance with the Pedagogical Competency Standards of Elementary School Teaching Staff based on Permendiknas No. 16 of 2007 concerning the standards of academic qualifications and competencies of teaching staff, teachers are expected to develop or optimize students’ learning abilities whereas optimizing students’ learning abilities will be accomplished when students know how to learn well through metacognition knowledge and skills.

In line with these standards, Universitas Gunadarma’s community service team conducted a training for teachers and academic staffs of Global Islamic Labschool Depok elementary school on Saturday, January 21st, 2023. Based on testimony from the school, teachers need to be equipped with knowledge and skills to increase student learning motivation and understanding of how to learn in a suitable way for elementary school students. Therefore, the community service team from Psychology Study Program assisted the teachers in introducing how students are taught how to learn, so that they can maximize their learning potential with metacognition.

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This activity was carried out in a hybrid manner, namely in the hall of the Islamic Labschool Depok global elementary school building and through zoom media. The training was filled by two speakers, namely Universitas Gunadarma’s lecturers. The first session was filled by Dr. Ursa Majorsy who discussed what exactly was meant by metacognition, while the second session material focused on metacognition as meaningful learning explained by Dr. Quroyzhin Kartika Rini. In these activities, teachers did not only paid attention to the content of the material, but also given the opportunity to ask questions and were tasked to do several activities about metacognition in order to understand the material more thoroughly.

This training aims to provide knowledge as well as skills for teachers in an attempt to provide meaningful lessons to students through metacognition. We hope that with this activity, teachers can acquire knowledge and skills on how to learn effectively and have clear learning goals.

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