Pengalaman Trauma Anak Akibat Perceraian Orang Tua dan Dampaknya Terhadap Fokus Belajar: Penelitian

Rinna Yuanita Kasenda; Chrispin Injillia Direno; Eva Desanta Claudya Thomas; Mariam Kerenhapukh Kere; Ramita Pongrangga; Ericka Runtunuwu

doi:10.31004/jerkin.v4i2.4183

Authors

Rinna Yuanita Kasenda Universitas Negeri Manado
Chrispin Injillia Direno Universitas Negeri Manado
Eva Desanta Claudya Thomas Universitas Negeri Manado
Mariam Kerenhapukh Kere Universitas Negeri Manado
Ramita Pongrangga Universitas Negeri Manado
Ericka Runtunuwu Universitas Negeri Manado

DOI:

https://doi.org/10.31004/jerkin.v4i2.4183

Keywords:

Child Trauma, Parental Divorce, Learning Focus, Concentration, Learning Process

Abstract

Parental divorce is a family event that can cause psychological distress in children. This study aims to describe children’s traumatic experiences following parental divorce and their implications for children’s ability to maintain learning focus. This research employed a qualitative approach with a descriptive method. Data were collected through in-depth interviews, direct observations, and document analysis. The informants consisted of children who experienced parental divorce, parents or guardians, and counselors involved in child assistance. The findings indicate that children experience various emotional reactions such as prolonged sadness, anxiety, feelings of loss, and changes in attitudes and behavior. These conditions affect learning focus, which is reflected in decreased concentration, weakened learning motivation, and declining academic achievement. In addition, support from the family, the role of teachers at school, and counseling assistance have been shown to help children in the process of emotional recovery and improvement of learning focus. This study emphasizes that trauma resulting from parental divorce requires serious attention because it directly affects children’s readiness to learn.

References

Amato, P. R. (2020). The consequences of divorce for adults and children. Journal of Marriage and Family, 82(1), 1–20.

American Psychological Association. (2020). Children and trauma: Update for mental health professionals. APA Publishing.

Bath, H. (2020). The three pillars of trauma-informed care. Reclaiming Children and Youth, 29(2), 4–8.

Brunzell, T., Waters, L., & Stokes, H. (2021). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 91(1), 3–13.

Craig, S. E. (2022). Trauma-sensitive schools: Learning communities transforming children’s lives. Brookes Publishing.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.

Deater-Deckard, K., & Bell, M. A. (2021). Parenting stress and children’s working memory and attention regulation. Developmental Psychology, 57(5), 739–750.

Goldstein, S., & Naglieri, J. A. (2020). Handbook of executive functioning. Springer.

Groh, A. M., Fearon, R. M. P., Bakermans‐Kranenburg, M. J., van IJzendoorn, M. H., Steele, R. D., & Roisman, G. I. (2021). The significance of attachment security for children’s social and emotional development. Child Development, 92(1), 39–58.

Hattie, J. (2020). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Herdiansyah, H. (2018). Metodologi penelitian kualitatif untuk ilmu-ilmu sosial. Salemba Humanika.

Humphreys, K. L., Myint, M. T., & Zeanah, C. H. (2021). Increased risk for internalizing and externalizing problems in children exposed to family conflict. Development and Psychopathology, 33(1), 295–310.

Kim, H., & Lee, E. J. (2022). Emotional problems and academic engagement among school-aged children. School Psychology International, 43(1), 45–62.

Kementerian Pemberdayaan Perempuan dan Perlindungan Anak. (2020). Peraturan tentang penanganan anak yang membutuhkan perlindungan khusus. KemenPPPA RI.

Lansford, J. E. (2021). Parental divorce and children’s adjustment. Annual Review of Developmental Psychology, 3, 147–167.

McLaughlin, K. A., & Sheridan, M. A. (2020). Beyond cumulative risk: A dimensional approach to childhood adversity. Current Directions in Psychological Science, 29(2), 1–7.

Moleong, L. J. (2021). Metodologi penelitian kualitatif. Remaja Rosdakarya.

Mulyana, D. (2018). Metodologi penelitian kualitatif: Paradigma baru ilmu komunikasi dan ilmu sosial lainnya. Remaja Rosdakarya.

Nurhadi. (2020). Metodologi penelitian kualitatif. Universitas Negeri Malang Press.

Rutter, M. (2020). Resilience as a dynamic concept. Development and Psychopathology, 32(2), 1–12. Salim. (2020). Metodologi penelitian kualitatif. Citapustaka Media.

Santrock, J. W. (2021). Life-span development (18th ed.). McGraw-Hill Education.

Shonkoff, J. P., Garner, A. S., Siegel, B. S., & Wood, D. L. (2021). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 145(2), 1–10.

Sugiyono. (2019). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.

UNICEF. (2023). Mental health and psychosocial well-being of children. UNICEF Publications.

Vogel, S., & Schwabe, L. (2021). Learning and memory under stress: Implications for the classroom. Nature Reviews Neuroscience, 22(7), 1–15.

World Health Organization. (2022). Guidelines on mental health at work. WHO Press.