Psychological change on inclusive educators through emotional regulation

Inclusive education requires special educators who have good abilities in regulating emotions. Psychoeducation helps educators regulate the emotions they feel. This activity aims to provide solutions to the obstacles faced and felt by special educators through emotional regulation psychoeducation. T...

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Autores principales:	Tulus Winarsunu, Putri Saraswati
Formato:	article
Lenguaje:	ID
Publicado:	Universitas Muhammadiyah Malang 2020
Materias:	psikoedukasi regulasi emosi guru inklusi Human settlements. Communities HT51-65
Acceso en línea:	https://doi.org/10.22219/jcse.v1i2.12569 https://doaj.org/article/e73016c63acc470aabd7c3dc79b57bc8
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spelling	oai:doaj.org-article:e73016c63acc470aabd7c3dc79b57bc82021-11-14T10:41:14ZPsychological change on inclusive educators through emotional regulationhttps://doi.org/10.22219/jcse.v1i2.125692722-42442722-5291https://doaj.org/article/e73016c63acc470aabd7c3dc79b57bc82020-08-01T00:00:00Zhttps://ejournal.umm.ac.id/index.php/jcse/article/view/12569https://doaj.org/toc/2722-4244https://doaj.org/toc/2722-5291Inclusive education requires special educators who have good abilities in regulating emotions. Psychoeducation helps educators regulate the emotions they feel. This activity aims to provide solutions to the obstacles faced and felt by special educators through emotional regulation psychoeducation. The psychoeducation activity was carried out in one of the inclusive schools in Batu City for a duration of 4 hours. The partner of this activity was a special educator teacher in an inclusion class in Batu City, they get material in the form of emotional regulation. They also have the opportunity to ask questions and answer and express their feelings during teaching. This activity was considered successful if the activity participants have a higher score after the activity (on the emotion regulation scale). Data analysis of the results of this activity was carried out by comparing the average scale score before and after the implementation of the activity using the excel program. The results of the activity showed that the psychoeducation that had been carried out was able to improve emotional regulation skills. After giving psychoeducation all participants (100%) had the ability to regulate emotions at a good level. Thus, this activity can improve emotional regulation skills.Tulus WinarsunuPutri SaraswatiUniversitas Muhammadiyah Malangarticlepsikoedukasiregulasi emosiguru inklusiHuman settlements. CommunitiesHT51-65IDJournal of Community Service and Empowerment, Vol 1, Iss 2, Pp 108-113 (2020)
institution	DOAJ
collection	DOAJ
language	ID
topic	psikoedukasi regulasi emosi guru inklusi Human settlements. Communities HT51-65
spellingShingle	psikoedukasi regulasi emosi guru inklusi Human settlements. Communities HT51-65 Tulus Winarsunu Putri Saraswati Psychological change on inclusive educators through emotional regulation
description	Inclusive education requires special educators who have good abilities in regulating emotions. Psychoeducation helps educators regulate the emotions they feel. This activity aims to provide solutions to the obstacles faced and felt by special educators through emotional regulation psychoeducation. The psychoeducation activity was carried out in one of the inclusive schools in Batu City for a duration of 4 hours. The partner of this activity was a special educator teacher in an inclusion class in Batu City, they get material in the form of emotional regulation. They also have the opportunity to ask questions and answer and express their feelings during teaching. This activity was considered successful if the activity participants have a higher score after the activity (on the emotion regulation scale). Data analysis of the results of this activity was carried out by comparing the average scale score before and after the implementation of the activity using the excel program. The results of the activity showed that the psychoeducation that had been carried out was able to improve emotional regulation skills. After giving psychoeducation all participants (100%) had the ability to regulate emotions at a good level. Thus, this activity can improve emotional regulation skills.
format	article
author	Tulus Winarsunu Putri Saraswati
author_facet	Tulus Winarsunu Putri Saraswati
author_sort	Tulus Winarsunu
title	Psychological change on inclusive educators through emotional regulation
title_short	Psychological change on inclusive educators through emotional regulation
title_full	Psychological change on inclusive educators through emotional regulation
title_fullStr	Psychological change on inclusive educators through emotional regulation
title_full_unstemmed	Psychological change on inclusive educators through emotional regulation
title_sort	psychological change on inclusive educators through emotional regulation
publisher	Universitas Muhammadiyah Malang
publishDate	2020
url	https://doi.org/10.22219/jcse.v1i2.12569 https://doaj.org/article/e73016c63acc470aabd7c3dc79b57bc8
work_keys_str_mv	AT tuluswinarsunu psychologicalchangeoninclusiveeducatorsthroughemotionalregulation AT putrisaraswati psychologicalchangeoninclusiveeducatorsthroughemotionalregulation
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Psychological change on inclusive educators through emotional regulation

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