Development of 'Me and You' Model for Emotional and Behavioral Disorders in Children: A Joyful Approach
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Development of 'Me and You' Model for Emotional and Behavioral Disorders in Children: A Joyful Approach |
| 2. | Creator | Author's name, affiliation, country | Siti Nuraini Purnamawati; Universitas Negeri Jakarta; Indonesia |
| 2. | Creator | Author's name, affiliation, country | Hartini Nara; Universitas Negeri Jakarta |
| 2. | Creator | Author's name, affiliation, country | Rohmah Ageng Mursita; Universitas Negeri Jakarta; Indonesia |
| 2. | Creator | Author's name, affiliation, country | Lintang Al mar’atus Sholihah; Universitas Negeri Jakarta; Indonesia |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | Emotional and Behavioral Problems; Joyful Learning; ADDIE Model; Children; Behavioral Disorders; Social Skills |
| 4. | Description | Abstract | This research focuses on the development of the "Me and You" learning model for children with emotional and behavioral disorders (EBD), especially those from socioeconomically disadvantaged environments, such as the Rusunawa Jatinegara Kaum area in East Jakarta. Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study employed a systematic, evidence-based approach to create and refine an effective educational intervention. The model, organized around five core themes addressing self-awareness, emotional regulation, and social interaction, aims to reduce misunderstandings and foster positive peer relationships. The intervention was tested in a community setting, and expert validation was conducted. Findings suggest that the model significantly improved emotional regulation, social interactions, and self-awareness in children. Through engaging, joyful activities, the children were able to express their emotions constructively and engage positively with peers. The integration of the Joyful Learning approach proved essential in enhancing the learning process, making it both enjoyable and accessible. The model also incorporated evidence-based practices such as Problem-Based Learning (PBL) and behavioral reinforcement, which are proven to improve critical thinking, problem-solving, and social skills. Additionally, the use of Information and Communication Technology (ICT) enriched the learning experience, providing tools that catered to the diverse needs of children with EBD. This study concludes that the "Me and You" model is a promising intervention that not only addresses immediate emotional and behavioral challenges but also equips children with tools for long-term emotional resilience and academic success. Continuous evaluation and refinement are essential to ensure the model’s ongoing effectiveness and adaptability. |
| 5. | Publisher | Organizing agency, location | Department of Special Education |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2025-01-15 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Uniform Resource Identifier | https://journal2.um.ac.id/index.php/icsar/article/view/60073 |
| 10. | Identifier | Digital Object Identifier (DOI) | http://dx.doi.org/10.17977/um005v9i1p133 |
| 11. | Source | Title; vol., no. (year) | Journal of ICSAR; Vol 9, No 1 (2025): January |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions |
Copyright (c) 2025 Journal of ICSAR This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. |