The Role of The Counseling Teacher In Developing The Social Dimensions of Children With Special Needs

Abstract

This research was carried out in MAN 2 Payakumbuh with the type of blind crew members. This study aims to determine the role of guidance counselling teachers in developing students’ social dimensions, starting with the adjustment process at school. This study uses descriptive-qualitative with the purpose of descriptive-analytic method about the role of guidance counselling teachers in developing the social dimension for ABK in three inclusive schools. The results showed that: First; social and emotional problems are basic problems for special needs, secondly; in providing guidance counselling services, guidance counselling teachers provide classical and group services by building social awareness and empathy for all students and other school residents, Third; the development of social interest is marked by the collection of monthly zakat and infaq of teachers and staff for underprivileged students, including children with special needs studying at UNP Padang and IAIN Bukittinggi.

The Role of Islamic Religious Education Teacher in Preventing Radicalism in State Junior High Schools

“…This teacher's role constantly describes the behaviour patterns expected from various interactions with students, co-workers, and other employees. From the various interactions of education and learning, it can be seen as the center of its role (Azwar, 2022). Part of the teacher's time and attention is spent on managing the teaching and learning process and interacting with students, does that happen (Fatimah, Asy'ari, Sandria, & Nasucha, 2023;Komalasari & Yakubu, 2023;Komariah & Nihayah, 2023).…”

“…so that these ideas can be a picture for students. Transmitter, namely the teacher acts as a disseminator of educational wisdom and knowledge (Amelia, Aprilianto, Supriatna, Rusydi, & Zahari, 2022;Azwar, 2022).…”

Pengaruh Layanan Bimbingan Kelompok Menggunakan Konseling Realitas Terhadap Kepercayaan Diri Siswa

“…Pada masa itu, peserta didik melalui masa yang disebut masa remaja atau pubertas (Setiawan, 2019). Apabila tugas-tugas perkembangan sosial tersebut dapat diselesaikan dengan sukses, remaja dapat menemukan kegembiraan dan keberhasilan dalam menyelesaikan tugas-tugas perkembangan tahap selanjutnya tanpa mengalami kesulitan dalam kehidupan sosial (Azwar, 2022;Sutrisno, Hayati, Saputra, Arifin, & Kartiko, 2023). Sebaliknya, jika remaja gagal memenuhi tugas-tugas perkembangannya, maka akan berdampak negatif pada kehidupan sosialnya di kemudian hari, menimbulkan ketidakpuasan, isolasi sosial, dan kesulitan dalam memenuhi tugas-tugas perkembangan selanjutnya.…”

Leadership in Indonesian Islamic Schools: How Leader Spiritual and Motivational Styles Affect Organizational Citizenship Behavior and Employees' Religiosity

“…Thus, fulfilling teachers' spiritual needs is crucial for their personal development and maturity as educators (Binu Raj et al, 2023a). On the other hand, Islamic schools require a strong quality assurance system that significantly influences organizational performance, including management, processes, achievement of minimum standards, and the quality of graduates (Atstsaury et al, 2024;Azwar, 2022;Fauzi & Masrupah, 2024;Pratiwi & Warlizasusi, 2023). Research conducted by (Hajiyan et al, 2015) on 170 lecturers at Malang State University indicates that spiritual leadership correlates positively with organizational citizenship behavior and reinforces the commitment of teachers and staff to the organization, thereby enhancing student satisfaction with the services provided.…”