Superflex® Learning Model to Improve Social Skills

Rachmah, Huriah

doi:10.23969/sampurasun.v2i01.116

Cited by 3 publications

(3 citation statements)

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“…Younger children actually experience better development than older children. Confidence is shown by the courage to speak without being asked [12][13][14]16] (Table 2).…”

Section: Resultsmentioning

confidence: 99%

“…With the role-playing technique, it is hoped that children who take part in this activity will be more confident and understand their strengths and weaknesses. The results of research on superflex learning in elementary school students in Cimahi City show that students' social skills increase, especially in children with special needs for emotional behavior [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

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Superflex Learning to Improve the Social Skills of Children with Cancer at the “Rumah Pejuang Kanker Ambu (RPKA)”

Rachmah¹,

Dewi²,

Lasmanah³

et al. 2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

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The problems experienced by children with cancer are routine hospital care, the economic support of parents, and education that is often left behind because they are often given permission to take treatment. Lack of education creates self-confidence and a sense of inferiority so that social skills are low. The solution offered to improve children's social skills is superflex learning. Through superflex learning, children are taught to recognize the hero in themselves so that they can help themselves in making self-improvements so that social skills, especially self-confidence, will increase. This report is part of the service activities carried out by the author with the following steps: (1) conducting social observations (2) superflex learning assistance (3) Exploring children's weaknesses in socializing and (4) using superflex learning strategies. After three meetings, there was an increase in social skills, especially the self-confidence of children with cancer at "Rumah Pejuang Kanker Ambu (RPKA)".

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“…Younger children actually experience better development than older children. Confidence is shown by the courage to speak without being asked [12][13][14]16] (Table 2).…”

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Superflex Learning to Improve the Social Skills of Children with Cancer at the “Rumah Pejuang Kanker Ambu (RPKA)”

Rachmah¹,

Dewi²,

Lasmanah³

et al. 2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

Self Cite

View full text Add to dashboard Cite

show abstract

“…One of the life skills that must be possessed by students is to have social competence [1]. The social competencies possessed include collaboration, flexibility, adaptability and social skills [2,3]. Social skills are a person's ability to communicate with others so that they can lead that person to achieve success in social life in society.…”

Section: Introductionmentioning

confidence: 99%

Development of Social Skills based on Local Wisdom in the Osing Community of Kemiren Village Banyuwangi, East Java

Rachmah¹,

Tsaury²,

Alhamuddin³

et al. 2022

Advances in Social Science, Education and Humanities Research

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This study explores how the Osing community in Kemiren Village Banyuwangi, East Java aims to identify how the Osing community's social skills are formed. The variety of culture and arts that exist in the community, forms the social skills of every citizen in Kemiren Village from an early age. This research is part of the development of attitude competence in social studies learning, namely the needs analysis stage and the conceptual model. The research subjects were the Osing tribal community as many as 15 people who knew exactly the development of the Osing Village. This study uses a questionnaire, observation guidelines and interviews as a data collection tool. The research method used is phenomenology. The data were analyzed by qualitative descriptive analysis which was analyzed by descriptive analysis. The results show that social skills are formed from traditions, customs and cultures such as salvation. In addition, the arts sector also contributes to the development of social skills because art is a form of cultural heritage that must be preserved.

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Supporting Preschoolers Developing Social Emotional Competence in Schools

Leon

2023

Stabilization Approaches That Empower Clients Through Mental Health Crises

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Preschool-age children are entering schools with increasingly deficient social-emotional regulation skills, particularly post-COVID-19 pandemic. There are expectations for preschoolers to learn how to navigate social norms, trust new settings, learn emotion regulation, and begin academic skills. These skills vary among children as many social and environmental factors impact their development. These may include mental, emotional, and behavioral problems leading to challenges for children later in their development. These challenges impact not only the family but their school experience. Children with social-emotional and behavioral disorders are more likely to struggle socially and academically. Social-emotional well-being is critical to successful social and academic functioning among children. School Social Workers are vital for assessing and supporting children within schools. This chapter illustrates how Social Workers provide interventions to increase social-emotional capacity in preschool children, which positively impacts their learning and overall positive climate within the classroom.

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Superflex® Learning Model to Improve Social Skills

Cited by 3 publications

References 0 publications

Superflex Learning to Improve the Social Skills of Children with Cancer at the “Rumah Pejuang Kanker Ambu (RPKA)”

Superflex Learning to Improve the Social Skills of Children with Cancer at the “Rumah Pejuang Kanker Ambu (RPKA)”

Development of Social Skills based on Local Wisdom in the Osing Community of Kemiren Village Banyuwangi, East Java

Supporting Preschoolers Developing Social Emotional Competence in Schools

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