Implementation of Grapyak Semanak Culture-Based Character Strengthening in the Prevention of Psychic Violence among Blind Students (Thomas Lickona's Character Education Perspective)
Keywords:
Character strengthening, Grapyak Semanak, Visually Impaired Students, Violence Prevention
Abstract
Psychological violence between students is a problem in the world of education and can occur between blind students in special schools. This study aims to explore the strategies, inhibiting factors, and implications of character strengthening based on grapyak semanak culture in preventing psychological violence between blind students at SLB A YKAB Surakarta. The informants involved in this study include three teachers of blind students and seven blind students of grade VI SDLB. Data collection was conducted through participant observation, semi-structured interviews, and documentation. The collected data were analyzed using an interactive model with the stages of data reduction, data presentation, and conclusion drawing. The results showed: 1) character strengthening based on grapyak semanak culture in the prevention of psychological violence among blind students at SLB A YKAB Surakarta is implemented by teachers through storytelling strategies and guidance and counseling; 2) inhibiting factors for strengthening grapyak semanak culture-based character in the prevention of psychological violence among blind students at SLB A YKAB Surakarta include the difficulty of blind students in regulating negative emotions and less than optimal synergy between parents and teachers of blind students; 3) Teachers' strategies in strengthening character based on grapyak semanak culture can have constructive-progressive implications for the majority of aspects in the grapyak semanak character component of visually impaired students, but not for aspects of moral awareness, self-control, and habits.
References
Al Aziz, H., Indonesia, A. R., Al Husaini, F. A., Dipawijaya, F., Isnanto, I. H., & Siregar, R. S. (2023). Internalisasi nilai hasthalaku melalui braille comic sebagai strategi pendidikan karakter siswa tunanetra. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(6), 7503–7514. https://doi.org/10.31004/obsesi.v7i6.5450
Alsuci, E. M., Hermawan, Y., & Rahman, A. (2021). Peran Solo Bersimfoni dalam implementasi pendidikan karakter generasi Z di Kota Surakarta. Jurnal Pendidikan Karakter, 2. http://dx.doi.org/10.21831/jpka.v12i2.42907
Arifin, S., & Ayuanita, K. (2020). Nilai didaktis dalam cerita rakyat Ke’Lesap Pendekar Kamardika’an E Polo Madura perspekif Ali M. Natsir. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(2), 112–122. https://doi.org/10.19105/ghancaran.v1i2.2983
Azwar, B. (2022). The role of the counseling teacher in developing the social dimensions of children with special needs. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 3(2), 126–138. https://doi.org/10.31538/munaddhomah.v3i2.238
Beetham, K. S., Sterman, J., Bundy, A. C., Wyver, S., Ragen, J., Engelen, L., Villeneuve, M., Spencer, G., Tranter, P., & Naughton, G. (2019). Lower parent tolerance of risk in play for children with disability than typically developing children. International Journal of Play, 8(2), 174–185. https://doi.org/10.1080/21594937.2019.1643980
Carvina, M., Iqbal, M., Khairani, C., Muharramsyah, R., & Marisa, R. (2023). Implementasi nilai pendidikan karakter berbasis islami di sekolah dasar. Edukasi Islami: Jurnal Pendidikan Islam, 12(04). https://doi.org/10.30868/ei.v12i04.5050
Çelik, S., & Tomris, G. (2024). “A chain of interlocking rings”: Preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education. Children and Youth Services Review, 107700. https://doi.org/10.1016/j.childyouth.2024.107700
Chennaz, L., Valente, D., Baltenneck, N., Baudouin, J.-Y., & Gentaz, E. (2022). Emotion regulation in blind and visually impaired children aged 3 to 12 years assessed by a parental questionnaire. Acta Psychologica, 225, 103553. https://doi.org/10.1016/j.actpsy.2022.103553
Dharma, I. M. A. (2019). Pengembangan buku cerita anak bergambar dengan insersi budaya lokal Bali terhadap minat baca dan sikap siswa kelas V SD kurikulum 2013. Journal for Lesson and Learning Studies, 2(1), 53–63. https://doi.org/10.23887/jlls.v2i1.17321
Faiz, A., & Soleh, B. (2021). Implementasi pendidikan karakter berbasis kearifan lokal. JINoP (Jurnal Inovasi Pembelajaran), 7(1), 68–77. https://doi.org/10.22219/jinop.v7i1.14250
Gilang, L., Sihombing, R. M., & Sari, N. (2017). Kesesuaian konteks dan ilustrasi pada buku bergambar untuk mendidik karakter anak usia dini. Jurnal Pendidikan Karakter, 8(2). http://dx.doi.org/10.21831/jpk.v7i2.15799
Giraud, M., Marelli, M., & Nava, E. (2023). Embodied language of emotions: Predicting human intuitions with linguistic distributions in blind and sighted individuals. Heliyon, 9(7). https://doi.org/10.1016/j.heliyon.2023.e17864
Habsari, W. A. L. (2023). Internalisasi nilai pelestarian alam dan pendidikan karakter melalui representasi kejahatan lingkungan dalam sastra anak karya Okky Madasari. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 6(3), 625–644. https://doi.org/10.30872/diglosia.v6i3.692
Harisantoso, I. T., Balambeu, Y., & Simanullang, J. C. T. (2024). Eklesiologi disabilitas dalam perspektif budaya Jawa. DUNAMIS: Jurnal Teologi Dan Pendidikan Kristiani, 8(2), 1023–1043. https://doi.org/10.30648/dun.v8i2.1328
Hasmiati, H., Daeng, K., & Azis, A. (2024). Kekerasan verbal melabeli siswa SMP Negeri 4 Tommo Mamuju. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 10(1), 1063–1071. https://doi.org/10.30605/onoma.v10i1.3448
Hidhayah, A. N., & Tanfidiyah, N. (2024). Implementasi pendidikan akhlak melalui metode storytelling interaktif pada anak usia dini. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 675–693. https://doi.org/10.19105/kiddo.v1i1.12802
Husnaini, M., Sarmiati, E., & Harimurti, S. M. (2024). Pembelajaran sosial emosional: Tinjauan filsafat humanisme terhadap kebahagiaan dalam pembelajaran. Journal of Education Research, 5(2), 1026–1036. https://doi.org/10.37985/jer.v5i2.887
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2023). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 46 Tahun 2023 tentang Pencegahan dan Penanganan Kekerasan di Lingkungan Satuan Pendidikan. Jakarta.
Khoshfetrat, A., Scully, D., & Fassbender, C. (2022). Effects of behavioral inhibition/activation systems on anger rumination and anger expression through Difficulty in Emotion Regulation. Personality and Individual Differences, 191, 111574. https://doi.org/10.1016/j.paid.2022.111574
Klauke, S., Sondocie, C., & Fine, I. (2023). The impact of low vision on social function: The potential importance of lost visual social cues. Journal of Optometry, 16(1), 3–11. https://doi.org/10.1016/j.optom.2022.03.003
Kokkinos, C. M., Voulgaridou, I., & Despoti, G. (2021). The indirect effects of anger on relational aggression through anger rumination. Journal of School Violence, 20(4), 511–522. https://doi.org/10.1080/15388220.2021.1969242
KPAI. (2022). Catatan pelanggaran hak anak tahun 2021 dan proyeksi pengawasan penyelenggaraan perlindungan anak tahun 2022. Diakses 14 Juni 2024, dari https://www.kpai.go.id/publikasi/catatan-pelanggaran-hak-anaktahun-2021-dan-proyeksi-pengawasan-penyelenggaraan-perlindungan-anak-tahun-2022
Liang, L. H., Brown, D. J., Ferris, D. L., Hanig, S., Lian, H., & Keeping, L. M. (2018). The dimensions and mechanisms of mindfulness in regulating aggressive behaviors. Journal of Applied Psychology, 103(3), 281. https://psycnet.apa.org/doi/10.1037/apl0000283
Lickona, T. (2022). Mendidik untuk membentuk karakter. Jakarta: Bumi Aksara.
Liza, N., & Wahyuni, S. (2023). Peranan guru bimbingan dan konseling (BK) dalam pemberian layanan informasi untuk mengembangkan perilaku jujur siswa. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(2), 381–394. https://doi.org/10.31538/munaddhomah.v4i2.460
Mardiana, S., & Annisarizki, A. (2023). Komunikasi konseling sebagai upaya penanganan kasus kekerasan pada anak. JRK (Jurnal Riset Komunikasi), 14(2), 142–157. http://dx.doi.org/10.31506/jrk.v14i2.21931
Pemerintah Kota Surakarta. (2019). Peraturan Walikota (PERWALI) Kota Surakarta Nomor 49 Tahun 2019 tentang Penyadaran, Pemberdayaan, dan Pengembangan Kepemudaan. Surakarta
Perdana, A. H., & Daulay, A. A. (2023). Efektivitas bimbingan konseling Islam dalam membentuk karakter siswa dengan menggunakan teknik hypnocounseling. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(5), 2902–2909. https://doi.org/10.54371/jiip.v6i5.1959
Praditama, A. G., Kusmiatun, A., & Rahayu, D. H. (2023). Dongeng sebagai media pembentuk karakter anti perundungan pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(6), 6764–6776. https://doi.org/10.31004/obsesi.v7i6.4264
Radja, M. D., Anabokay, Y. M., & Langkameng, O. A. (2020). Pengaruh pola asuh demokratis terhadap big five personality factors siswa. Jurnal Education And Development, 8(4), 39. https://doi.org/10.37081/ed.v8i4.2043
Sanderan, R. (2020). Heuristika dalam pendidikan karakter manusia Toraja tradisional.”. BIA’: Jurnal Teologi Dan Pendidikan Kristen Kontekstual, 3(2), 306–327. https://doi.org/10.34307/b.v3i2.213
Sari, M., & Sitepu, J. M. (2024). Peran guru dalam mengatasi anak temper tantrum melalui metode time out pada aktivitas pembelajaran. Murhum: Jurnal Pendidikan Anak Usia Dini, 5(1), 230–241. https://doi.org/10.37985/murhum.v5i1.518
Schenzle, S., & Schultz, J.-H. (2024). “Students are bringing the revolution into the classroom!” teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon. Teaching and Teacher Education, 139, 104416. https://doi.org/10.1016/j.tate.2023.104416
Siregar, R. S., Astutik, D., Liestyasari, S. I., & Parahita, B. N. (2023). The cultural semantics: Internalization of Javanese language local wisdom to prevent moral degradation among students. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 9(2), 455–467. https://doi.org/10.22219/kembara.v9i2.25790
Stillianesis, S., Spencer, G., Villeneuve, M., Sterman, J., Bundy, A., Wyver, S., Tranter, P., Naughton, G., Ragen, J., & Beetham, K. S. (2022). Parents’ perspectives on managing risk in play for children with developmental disabilities. Disability & Society, 37(8), 1272–1292. https://doi.org/10.1080/09687599.2021.1874298
Sugiyono, D. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alphabet.
Sumaryati, S., & Retnasari, L. (2021). Inovasi strategi pendidikan karakter berbasis masyarakat pada satuan pendidikan dasar. MIMBAR PGSD Undiksha, 9(3), 497–507. https://doi.org/10.23887/jjpgsd.v9i3.40759
Sundari, A. (2020). Sinergitas orang tua-guru dalam membentuk karakter jujur dan daya juang siswa. Psikobuletin: Buletin Ilmiah Psikologi, 1(2), 119–128. http://dx.doi.org/10.24014/pib.v1i2.9555
Triaristina, A., & Mukhlis, H. (2019). Implemetasi pendidikan karakter melalui media dongeng berbasis visual pada anak usia 4-6 tahun. Journal of Psychological Perspective, 1(1), 35–40. https://doi.org/10.47679/jopp.1162019
Ubaidillah, A. S., Badrih, M., & Ambarwati, A. (2023). Penanaman karakter bersahabat melalui cerita anak menggunakan audio book difalitera pada anak usia 4-6 tahun. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 267–275. https://doi.org/10.19105/ghancaran.vi.11762
Usan, U., & Suyadi, S. (2022). Implementasi pendidikan karakter di sekolah dasar: Upaya pendidik membentuk karakter siswa dalam mempersiapkan generasi emas 2045 berbasis neurosains. Muallimuna: Jurnal Madrasah Ibtidaiyah, 7(2), 73–86. http://dx.doi.org/10.31602/muallimuna.v7i2.6379
Vasudewa, R. P., & Setuningsih, N. (2023). KPAI sebut ada 2.355 kasus pelanggaran perlindungan anak selama 2023, 861 di lingkungan pendidikan. Diakses 14 Juni 2024, dari https://nasional.kompas.com/read/2023/10/10/05401641/kpai-sebut-ada-2355-kasus-pelanggaranperlindungan-anak-selama-2023-861-di
Widyaningtyas, R., & Mustofa, R. H. (2023). Implementasi kebijakan anti-bullying Sekolah Adipangastuti di SMAN 1 Surakarta. G-Couns: Jurnal Bimbingan Dan Konseling, 8(01), 533–548. https://doi.org/10.31316/gcouns.v8i01.5489
Yayasan KAKAK. (2023). Hasil riset situasi kekerasan anak SMP di Surakarta. Diakses 14 Juni 2024. dari https://yayasankakak.org/?p=574
Zhao, J., & Liu, X. (2023). A study on the current status and suggestions of students’ character development education in secondary vocational school. Cogent Education, 10(2), 2287890. https://doi.org/10.1080/2331186X.2023.2287890
Alsuci, E. M., Hermawan, Y., & Rahman, A. (2021). Peran Solo Bersimfoni dalam implementasi pendidikan karakter generasi Z di Kota Surakarta. Jurnal Pendidikan Karakter, 2. http://dx.doi.org/10.21831/jpka.v12i2.42907
Arifin, S., & Ayuanita, K. (2020). Nilai didaktis dalam cerita rakyat Ke’Lesap Pendekar Kamardika’an E Polo Madura perspekif Ali M. Natsir. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(2), 112–122. https://doi.org/10.19105/ghancaran.v1i2.2983
Azwar, B. (2022). The role of the counseling teacher in developing the social dimensions of children with special needs. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 3(2), 126–138. https://doi.org/10.31538/munaddhomah.v3i2.238
Beetham, K. S., Sterman, J., Bundy, A. C., Wyver, S., Ragen, J., Engelen, L., Villeneuve, M., Spencer, G., Tranter, P., & Naughton, G. (2019). Lower parent tolerance of risk in play for children with disability than typically developing children. International Journal of Play, 8(2), 174–185. https://doi.org/10.1080/21594937.2019.1643980
Carvina, M., Iqbal, M., Khairani, C., Muharramsyah, R., & Marisa, R. (2023). Implementasi nilai pendidikan karakter berbasis islami di sekolah dasar. Edukasi Islami: Jurnal Pendidikan Islam, 12(04). https://doi.org/10.30868/ei.v12i04.5050
Çelik, S., & Tomris, G. (2024). “A chain of interlocking rings”: Preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education. Children and Youth Services Review, 107700. https://doi.org/10.1016/j.childyouth.2024.107700
Chennaz, L., Valente, D., Baltenneck, N., Baudouin, J.-Y., & Gentaz, E. (2022). Emotion regulation in blind and visually impaired children aged 3 to 12 years assessed by a parental questionnaire. Acta Psychologica, 225, 103553. https://doi.org/10.1016/j.actpsy.2022.103553
Dharma, I. M. A. (2019). Pengembangan buku cerita anak bergambar dengan insersi budaya lokal Bali terhadap minat baca dan sikap siswa kelas V SD kurikulum 2013. Journal for Lesson and Learning Studies, 2(1), 53–63. https://doi.org/10.23887/jlls.v2i1.17321
Faiz, A., & Soleh, B. (2021). Implementasi pendidikan karakter berbasis kearifan lokal. JINoP (Jurnal Inovasi Pembelajaran), 7(1), 68–77. https://doi.org/10.22219/jinop.v7i1.14250
Gilang, L., Sihombing, R. M., & Sari, N. (2017). Kesesuaian konteks dan ilustrasi pada buku bergambar untuk mendidik karakter anak usia dini. Jurnal Pendidikan Karakter, 8(2). http://dx.doi.org/10.21831/jpk.v7i2.15799
Giraud, M., Marelli, M., & Nava, E. (2023). Embodied language of emotions: Predicting human intuitions with linguistic distributions in blind and sighted individuals. Heliyon, 9(7). https://doi.org/10.1016/j.heliyon.2023.e17864
Habsari, W. A. L. (2023). Internalisasi nilai pelestarian alam dan pendidikan karakter melalui representasi kejahatan lingkungan dalam sastra anak karya Okky Madasari. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 6(3), 625–644. https://doi.org/10.30872/diglosia.v6i3.692
Harisantoso, I. T., Balambeu, Y., & Simanullang, J. C. T. (2024). Eklesiologi disabilitas dalam perspektif budaya Jawa. DUNAMIS: Jurnal Teologi Dan Pendidikan Kristiani, 8(2), 1023–1043. https://doi.org/10.30648/dun.v8i2.1328
Hasmiati, H., Daeng, K., & Azis, A. (2024). Kekerasan verbal melabeli siswa SMP Negeri 4 Tommo Mamuju. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 10(1), 1063–1071. https://doi.org/10.30605/onoma.v10i1.3448
Hidhayah, A. N., & Tanfidiyah, N. (2024). Implementasi pendidikan akhlak melalui metode storytelling interaktif pada anak usia dini. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 675–693. https://doi.org/10.19105/kiddo.v1i1.12802
Husnaini, M., Sarmiati, E., & Harimurti, S. M. (2024). Pembelajaran sosial emosional: Tinjauan filsafat humanisme terhadap kebahagiaan dalam pembelajaran. Journal of Education Research, 5(2), 1026–1036. https://doi.org/10.37985/jer.v5i2.887
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2023). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 46 Tahun 2023 tentang Pencegahan dan Penanganan Kekerasan di Lingkungan Satuan Pendidikan. Jakarta.
Khoshfetrat, A., Scully, D., & Fassbender, C. (2022). Effects of behavioral inhibition/activation systems on anger rumination and anger expression through Difficulty in Emotion Regulation. Personality and Individual Differences, 191, 111574. https://doi.org/10.1016/j.paid.2022.111574
Klauke, S., Sondocie, C., & Fine, I. (2023). The impact of low vision on social function: The potential importance of lost visual social cues. Journal of Optometry, 16(1), 3–11. https://doi.org/10.1016/j.optom.2022.03.003
Kokkinos, C. M., Voulgaridou, I., & Despoti, G. (2021). The indirect effects of anger on relational aggression through anger rumination. Journal of School Violence, 20(4), 511–522. https://doi.org/10.1080/15388220.2021.1969242
KPAI. (2022). Catatan pelanggaran hak anak tahun 2021 dan proyeksi pengawasan penyelenggaraan perlindungan anak tahun 2022. Diakses 14 Juni 2024, dari https://www.kpai.go.id/publikasi/catatan-pelanggaran-hak-anaktahun-2021-dan-proyeksi-pengawasan-penyelenggaraan-perlindungan-anak-tahun-2022
Liang, L. H., Brown, D. J., Ferris, D. L., Hanig, S., Lian, H., & Keeping, L. M. (2018). The dimensions and mechanisms of mindfulness in regulating aggressive behaviors. Journal of Applied Psychology, 103(3), 281. https://psycnet.apa.org/doi/10.1037/apl0000283
Lickona, T. (2022). Mendidik untuk membentuk karakter. Jakarta: Bumi Aksara.
Liza, N., & Wahyuni, S. (2023). Peranan guru bimbingan dan konseling (BK) dalam pemberian layanan informasi untuk mengembangkan perilaku jujur siswa. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(2), 381–394. https://doi.org/10.31538/munaddhomah.v4i2.460
Mardiana, S., & Annisarizki, A. (2023). Komunikasi konseling sebagai upaya penanganan kasus kekerasan pada anak. JRK (Jurnal Riset Komunikasi), 14(2), 142–157. http://dx.doi.org/10.31506/jrk.v14i2.21931
Pemerintah Kota Surakarta. (2019). Peraturan Walikota (PERWALI) Kota Surakarta Nomor 49 Tahun 2019 tentang Penyadaran, Pemberdayaan, dan Pengembangan Kepemudaan. Surakarta
Perdana, A. H., & Daulay, A. A. (2023). Efektivitas bimbingan konseling Islam dalam membentuk karakter siswa dengan menggunakan teknik hypnocounseling. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(5), 2902–2909. https://doi.org/10.54371/jiip.v6i5.1959
Praditama, A. G., Kusmiatun, A., & Rahayu, D. H. (2023). Dongeng sebagai media pembentuk karakter anti perundungan pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(6), 6764–6776. https://doi.org/10.31004/obsesi.v7i6.4264
Radja, M. D., Anabokay, Y. M., & Langkameng, O. A. (2020). Pengaruh pola asuh demokratis terhadap big five personality factors siswa. Jurnal Education And Development, 8(4), 39. https://doi.org/10.37081/ed.v8i4.2043
Sanderan, R. (2020). Heuristika dalam pendidikan karakter manusia Toraja tradisional.”. BIA’: Jurnal Teologi Dan Pendidikan Kristen Kontekstual, 3(2), 306–327. https://doi.org/10.34307/b.v3i2.213
Sari, M., & Sitepu, J. M. (2024). Peran guru dalam mengatasi anak temper tantrum melalui metode time out pada aktivitas pembelajaran. Murhum: Jurnal Pendidikan Anak Usia Dini, 5(1), 230–241. https://doi.org/10.37985/murhum.v5i1.518
Schenzle, S., & Schultz, J.-H. (2024). “Students are bringing the revolution into the classroom!” teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon. Teaching and Teacher Education, 139, 104416. https://doi.org/10.1016/j.tate.2023.104416
Siregar, R. S., Astutik, D., Liestyasari, S. I., & Parahita, B. N. (2023). The cultural semantics: Internalization of Javanese language local wisdom to prevent moral degradation among students. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 9(2), 455–467. https://doi.org/10.22219/kembara.v9i2.25790
Stillianesis, S., Spencer, G., Villeneuve, M., Sterman, J., Bundy, A., Wyver, S., Tranter, P., Naughton, G., Ragen, J., & Beetham, K. S. (2022). Parents’ perspectives on managing risk in play for children with developmental disabilities. Disability & Society, 37(8), 1272–1292. https://doi.org/10.1080/09687599.2021.1874298
Sugiyono, D. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alphabet.
Sumaryati, S., & Retnasari, L. (2021). Inovasi strategi pendidikan karakter berbasis masyarakat pada satuan pendidikan dasar. MIMBAR PGSD Undiksha, 9(3), 497–507. https://doi.org/10.23887/jjpgsd.v9i3.40759
Sundari, A. (2020). Sinergitas orang tua-guru dalam membentuk karakter jujur dan daya juang siswa. Psikobuletin: Buletin Ilmiah Psikologi, 1(2), 119–128. http://dx.doi.org/10.24014/pib.v1i2.9555
Triaristina, A., & Mukhlis, H. (2019). Implemetasi pendidikan karakter melalui media dongeng berbasis visual pada anak usia 4-6 tahun. Journal of Psychological Perspective, 1(1), 35–40. https://doi.org/10.47679/jopp.1162019
Ubaidillah, A. S., Badrih, M., & Ambarwati, A. (2023). Penanaman karakter bersahabat melalui cerita anak menggunakan audio book difalitera pada anak usia 4-6 tahun. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 267–275. https://doi.org/10.19105/ghancaran.vi.11762
Usan, U., & Suyadi, S. (2022). Implementasi pendidikan karakter di sekolah dasar: Upaya pendidik membentuk karakter siswa dalam mempersiapkan generasi emas 2045 berbasis neurosains. Muallimuna: Jurnal Madrasah Ibtidaiyah, 7(2), 73–86. http://dx.doi.org/10.31602/muallimuna.v7i2.6379
Vasudewa, R. P., & Setuningsih, N. (2023). KPAI sebut ada 2.355 kasus pelanggaran perlindungan anak selama 2023, 861 di lingkungan pendidikan. Diakses 14 Juni 2024, dari https://nasional.kompas.com/read/2023/10/10/05401641/kpai-sebut-ada-2355-kasus-pelanggaranperlindungan-anak-selama-2023-861-di
Widyaningtyas, R., & Mustofa, R. H. (2023). Implementasi kebijakan anti-bullying Sekolah Adipangastuti di SMAN 1 Surakarta. G-Couns: Jurnal Bimbingan Dan Konseling, 8(01), 533–548. https://doi.org/10.31316/gcouns.v8i01.5489
Yayasan KAKAK. (2023). Hasil riset situasi kekerasan anak SMP di Surakarta. Diakses 14 Juni 2024. dari https://yayasankakak.org/?p=574
Zhao, J., & Liu, X. (2023). A study on the current status and suggestions of students’ character development education in secondary vocational school. Cogent Education, 10(2), 2287890. https://doi.org/10.1080/2331186X.2023.2287890
Published
2024-06-25
How to Cite
IndonesiaA. R., Septina Galih Pudyastuti, & Yosafat Hermawan Trinugraha. (2024). Implementation of Grapyak Semanak Culture-Based Character Strengthening in the Prevention of Psychic Violence among Blind Students (Thomas Lickona’s Character Education Perspective). Santhet (Jurnal Sejarah Pendidikan Dan Humaniora), 8(1), 984-996. https://doi.org/10.36526/santhet.v8i1.3871
Section
Artikel
