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All Journal Humanis : Jurnal Pengabdian Kepada Masyarakat Jurnal Insan Pendidikan dan Sosial Humaniora
Mario Mario
Prodi Sosiologi Fakultas Ilmu Sosial dan Hukum Universitas Negeri Makassar
Humanities Economics, Econometrics & Finance Education Library & Information Science Social Sciences Other

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Transisi Guru Ke Pensiun: Mengarungi Perubahan dalam Adaptasi Pasca-Karir Mario Mario; Musrayani Usman
Jurnal Insan Pendidikan dan Sosial Humaniora Vol. 1 No. 1 (2023): Februari : Jurnal Insan Pendidikan dan Sosial Humaniora
Publisher : Universitas Katolik Widya Karya Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jipsoshum-widyakarya.v1i1.441

Abstract

Retirement is an important event that marks the change from adult life to old life. One of the things that need to be prepared in facing retirement is to reduce the workload as retirement approaches. The sociological transition theory developed by William Bridges, known as the "Bridges Transition Model," underscores the importance of understanding and managing change as a transitional process involving three main stages: suffix, neutral, and beginning, The theory of social capital proposed by Pierre Bourdieu can provide relevant understanding related to the phenomenon of teacher adaptation in retirement. This theory emphasizes the importance of social networks and relationships in the lives of individuals, and considers social capital as a valuable resource. The study used a qualitative approach, which showed that teachers who had strong social networks during their careers were more likely to have social support and resources that could help them in post-retirement adaptation. Teachers who have strong social networks during their careers are better able to cope with the challenges of post-retirement adaptation. On the other hand, the results also show that teachers who lack social capital or have a more limited social network will have difficulty in post-retirement adaptation.
PKM Pelatihan Pengembangan Keterampilan Sosial bagi Guru Anak Berkebutuhan Khusus di Kota Makassar Riri Amandaria; Mauliadi Ramli; Mario Mario; Ulfa Utami Mappe; Ernawaty S Kaseng
Humanis Vol. 22, No. 1 Juni 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/humanis.v22i1.46466

Abstract

Keterampilan sosial merupakan salah satu aspek penting bagi siswa, termasuk bagi siswa berkebutuhan khusus. Setiap siswa hidup secara sosial di dalam suatu masyarakat, termasuk bagi siswa berkebutuhan khusus. Hal tersebut menunjukkan siswa berkebutuhan khusus juga memerlukan interaksi dengan orang lain, seperti dengan teman sebaya. Oleh karenaitu,penanganananakberkebutuhankhusustidakterlepasdariperanseorangguru untuk memberikan dukungan dalam perkembangan kemampuan anak didiknya dalam berinteraksi sosialdenganmasyarakatluas.Akantetapi,banyakdiantaraparaguruyang kurang menyadari betapa pentingnya meningkatkan keterampilan sosial bagi siswa didiknyayangberkebutuhankhusus.Salahsatuupayayangdapatdilakukanuntukmembantu masalahtersebutadalahdenganmemberikanpelatihankepadagurudalamrangka membantu perkembangan anaknya. Luaran dari PKM ini adalah bertambahnya pengetahuandan informasi pada kelompok sasaran yaitu guru siswa berkebutuhan khusus. Diharapkan kegiatan yang bertujuan untuk meningkatkan pengembangan keterampilan sosial bagi guruuntuk anak berkebutuhan khusus diharapakan setelah mengikuti pelatihan para guru dapat mengajarkannya ke anak didiknya sehingga mampu menigkatkan keterampilan berinteraksi, beradaptasi dan berpartisipasi aktif yang memang sangat dibutuhkan oleh anak berkebutuhan khusus dalam kehidupan pribadi dan sosial di lingkungan keluarga di sekolah dan masyarakat luas.Abstract.Social skills are an important aspect for students, including students with special needs. Every student lives socially in a society, including students with special needs. This shows that students with special needs also need interaction with other people, such as with peers. Therefore, the handling of children with special needs is inseparable from the role of a teacher to provide support in developing the ability of their students to interact socially with the wider community. However, many of the teachers are not aware of how important it is to improve social skills for students with special needs. One effort that can be done to help with this problem is to provide training to teachers in order to help the development of their children. The output of this PKM is an increase in knowledge and information for the target group, namely teachers of students with special needs. It is hoped that activities that aim to improve the development of social skills for teachers for children with special needs are hoped that after attending the training the teachers can teach them to their students so that they are able to improve the skills of interacting, adapting and actively participating which are really needed by children with special needs in personal and social life in family environment at school and the wider community.
Co-Authors Ernawaty S Kaseng Mauliadi Ramli Musrayani Usman Riri Amandaria Ulfa Utami Mappe