Enhancing Children's Group Cooperation Through the RUBIKONS (Guidance and Counseling House) Program

Authors

  • Sabbila Nurcahyani Universitas Jambi
  • Badriani Saputri Program Studi Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan Universitas Jambi
  • Muhammad Alridho Lubis Program Studi Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan Universitas Jambi

DOI:

https://doi.org/10.22437/jkam.v7i1.24178

Keywords:

Character Education, Children, Group Cooperation, RUBIKONS, Social-Emotional Development

Abstract

Character education plays a vital role in shaping children's attitudes, personalities, and values. One key element of character education is the ability to cooperate, a skill that should be nurtured from an early age to support children's social development and integration within their communities. This community service initiative introduces the RUBIKONS (Guidance and Counseling House) program, developed by counseling and guidance students, as a platform for enhancing children’s social-emotional skills through a combination of non-formal education and psychoeducational activities. The project employed a Participatory Action Research (PAR) approach, emphasizing cooperation between researchers and community stakeholders. The main partner in this initiative was the Ulu Gedong Subdistrict Office, which served as the institutional supporter and coordinator. The program targeted children aged 6–13 years and involved a series of structured group activities designed to foster teamwork and cooperative behavior. Results indicated a notable improvement in the children's ability to cooperate effectively within group settings. This initiative highlights the potential of structured psychoeducational interventions to support character education and social development in community-based settings.

Downloads

Download data is not yet available.

References

Abdullah, I., Hudayana, B., Kutanegara, P. M., & Indiyanto, A. (2019). Beyond school reach: Character education in three schools in Yogyakarta, Indonesia. Journal of Educational and Social Research, 9(3), 145–159. https://doi.org/10.2478/jesr-2019-0032

Althof, W., & Berkowitz, M. W. (2006). Moral education and character education: their relationship and roles in citizenship education. Journal of Moral Education, 35(4), 495–518. https://doi.org/10.1080/03057240601012204

Alzahrani, M., Alharbi, M., & Alodwani, A. (2019). The effect of Social-Emotional competence on children academic achievement and behavioral development. International Education Studies, 12(12),141. https://doi.org/10.5539/ies.v12n12p141

Amridha, & J.S, R. (2020). Improving cooperation among 6–7-year-old children through the traditional bakiak game. Jurnal Sipatokkong BPSDM Sulsel, 1(1), 1–11.

Aristyasari, Y. (2019). Synergizing Progressive Values and Social, Emotional, Spiritual Intelligence in Islamic Education in The Digital Era. Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). https://doi.org/10.2991/icosihess-19.2019.75

Arthur, J. (2003). Education with Character. London: Routledge. https://doi.org/10.4324/9780203220139

Aqobah, Q. J. D. (2020). Instilling cooperative behavior in early childhood through traditional games [in Bahasa]. Journal of Early Childhood Development, 5(2), 134–142.

Aziz, H. C., & Rizawati. (2022). Application of cooperative games on the socio-emotional development of early childhood [in Bahasa]. PAUD Lectura: Journal of Early Childhood Education, 5(3), 31–41.

Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86–107. https://doi.org/10.1007/bf02504859

Boghian, I., & Cojocariu, V. (2023). Using games to build social emotional learning skills. Revista Romaneasca Pentru Educatie Multidimensionala, 15(1), 622–656. https://doi.org/10.18662/rrem/15.1/715

Crook, C. (1998). Children as computer users: the case of collaborative learning. Computers & Education, 30(3–4), 237–247. https://doi.org/10.1016/s0360-1315(97)00067-5

Curren, R. (2017). Why character education? Impact, 2017(24), 1–44. https://doi.org/10.1111/2048-416x.2017.12004.x

Garaigordobil, M., Berrueco, L., & Celume, M. (2022). Developing Children’s Creativity and Social-Emotional Competencies through Play: Summary of Twenty Years of Findings of the Evidence-Based Interventions “Game Program.” Journal of Intelligence, 10(4), 77. https://doi.org/10.3390/jintelligence10040077

Grant, C. A. (2012). Cultivating Flourishing Lives: A Robust Social Justice Vision of Education. American Educational Research Journal, 49(5), 910-934. https://doi.org/10.3102/0002831212447977

Griffiths, A.-J., Alsip, J., Hart, S. R., Round, R. L., & Brady, J. (2020). Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools. Canadian Journal of School Psychology, 36(1), 59-85. https://doi.org/10.1177/0829573520915368

Husaeni, M. F. (2023). Critical Literature Review on Moral education system in Indonesia: How Islamic Education and Pancasila Education Monopolize Morality in Schools. Muslim Education Review, 2(1), 65–98. https://doi.org/10.56529/mer.v2i1.163

Isjoni. (2013). Cooperative learning: Developing group learning abilities [in Bahasa]. Bandung: Alfabeta.

Isnaini, F. (2019). Improving cooperation skills in 5–6-year-old children through the project method [in Bahasa]. Jurnal Pendidikan Anak Usia Dini, 8(3), 231–241.

Junaedah, J., Thalib, S. B., & Ahmad, M. A. (2020). The outdoor learning modules based on traditional games in improving prosocial behaviour of early childhood. International Education Studies, 13(10), 88. https://doi.org/10.5539/ies.v13n10p88

Kalkusch, I., Jaggy, A. K., Burkhardt Bossi, C., Weiss, B., Sticca, F., & Perren, S. (2020). Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough? Early Education and Development, 32(8), 1136–1152. https://doi.org/10.1080/10409289.2020.1830248

Kvellestad, R. V., Stana, I., & Vatn, G. (2021). Working together: cooperation or collaboration? FormAkademisk - Forskningstidsskrift for Design Og Designdidaktikk, 14(4). https://doi.org/10.7577/formakademisk.4648

Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205–220. https://doi.org/10.1037/0003-066x.53.2.205

Masten, A. S. (1994). Resilience in individual development: successful adaptation despite risk and adversity. Routledge. http://psycnet.apa.org/record/1994-97364-001

Mustoip, S., Ghozali, M. I. A., As, U. S., & Sanhaji, S. Y. (2023). Implementation of Character Education through Children’s Language Development in Elementary Schools. IJECA (International Journal of Education and Curriculum Application), 6(2), 91. https://doi.org/10.31764/ijeca.v6i2.14192

Nurdin, E. S. (2015). The policies on civic education in developing national character in Indonesia. International Education Studies, 8(8). https://doi.org/10.5539/ies.v8n8p199

Nurhidaya, A. R. (2019). Improving children's cooperation through puzzle games at TK Avanti Makassar City [in Bahasa]. Jurnal Edukasi Nonformal, 1(1), 210–216.

Pala, A. (2011). The need for character education. International Journal of Social Sciences, 3(2), 23–32. http://sosbilko.net/journal_IJSS/arhieves/2011_2/aynur_pala.pdf

Polat, Ö., Sezer, T., & Akyol, N. A. (2021). Collaborative Learning with Mind Mapping in the Development of Social Skills of Children. Participatory Educational Research, 9(1), 463–480. https://doi.org/10.17275/per.22.25.9.1

Power, C. (2006). Education for the future: An international perspective. Educational Research for Policy and Practice, 5(2), 165–174. https://doi.org/10.1007/s10671-006-9003-9

Prabandari, I. R., Fidesrinur, & others. (2019). Enhancing cooperation skills of 5–6-year-old children through cooperative play methods [in Bahasa]. Jurnal AUDHI, 1(2).

Rahman, Z. (2019). Improving children’s skills in social interaction and cooperation through the whirlwind game [in Bahasa]. Nusantara: Jurnal Pendidikan dan Ilmu Sosial, 1(2), 188–204.

Saidek, A. R., Islami, R., & Abdoludin. (2016). Character issues: Reality character problems and solutions through education in Indonesia. Journal of Education and Practice, 7(17), 158–165. http://files.eric.ed.gov/fulltext/EJ1108663.pdf

Singh, P., & Dali, C. M. (2013). Need for emotional intelligence to develop principals’ social skills. Africa Education Review, 10(3), 502–519. https://doi.org/10.1080/18146627.2013.853542

Sohrabi, T. (2021). Power of play: How playing affects cooperation skills. Brock Education Journal, 31(1). https://doi.org/10.26522/brocked.v31i1.889

Soliman, D., Frydenberg, E., Liang, R., & Deans, J. (2021). Enhancing empathy in preschoolers: a comparison of social and emotional learning approaches. Educational and Developmental Psychologist, 38(1), 64–76. https://doi.org/10.1080/20590776.2020.1839883

Spinrad, T. L., & Gal, D. E. (2017). Fostering prosocial behavior and empathy in young children. Current Opinion in Psychology, 20, 40–44. https://doi.org/10.1016/j.copsyc.2017.08.004

Tomasello, M. (2009). Why we cooperate. In The MIT Press eBooks. https://doi.org/10.7551/mitpress/8470.001.0001

Triyanti, E., & Saparahayuningsih, S. (2016). Enhancing cooperation skills through symbolic play [in Bahasa]. Jurnal Ilmiah Potensia, 1(1), 28–35.

Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., & Estévez, A. (2018). Impact of the interactive learning environments in children’s prosocial behavior. Sustainability, 10(7), 2138. https://doi.org/10.3390/su10072138

Walker, G., & Weidenbenner, J. V. (2019). Social and Emotional Learning in the age of virtual play: technology, empathy, and learning. Journal of Research in Innovative Teaching & Learning, 12(2), 116–132. https://doi.org/10.1108/jrit-03-2019-0046

Wheeler, K. A., & Bijur, A. P. (2000). Education for a Sustainable Future: A Paradigm of Hope for the 21St Century. http://ci.nii.ac.jp/ncid/BA52117966

White, R., & Shin, T. S. (2017). Integrative character education (ICE): grounding facilitated prosocial development in a humanistic perspective for a multicultural world. Multicultural Education Review, 9(1), 44–74. https://doi.org/10.1080/2005615X.2016.1276670

Downloads

Published

2023-06-30

How to Cite

Nurcahyani, S., Saputri , B., & Alridho Lubis , M. (2023). Enhancing Children’s Group Cooperation Through the RUBIKONS (Guidance and Counseling House) Program. Jurnal Karya Abdi Masyarakat, 7(1), 29–38. https://doi.org/10.22437/jkam.v7i1.24178