An Integrative Islamic Guidance and Counseling Model Based on Neurodevelopmental Stimulation to Reduce Learning Barriers and Disruptive Behavior of Ashfiya Elementary School Students

Abstract

The development of an Integrative Islamic Guidance and Counseling (BK Islam) Model based on Neurodevelopmental Stimulation represents a contemporary approach that not only integrates traditional Islamic guidance techniques but also incorporates developmental stimulation treatments grounded in an understanding of child neurobiology. This approach is expected to provide more effective services in reducing learning barriers and disruptive behaviors among elementary school students through holistic strategies that are aligned with Islamic principles and supported by scientifically based child developmental stimulation. Based on the research findings and discussion presented, it can be concluded that the Integrative Islamic Guidance and Counseling Model based on Neurodevelopmental Stimulation has been proven to make a significant contribution to reducing learning barriers and disruptive behaviors among elementary school students at SD Ashfiya. This model operates holistically by integrating neural developmental stimulation with Islamic spiritual and moral values, so that the intervention addresses not only surface-level behaviors but also the underlying neurodevelopmental and emotional roots of students’ difficulties. Academically, the implementation of this model has led to improvements in students’ attention, learning focus, and active engagement in the learning process. In the emotional and behavioral domains, there was a reduction in the intensity of disruptive and aggressive behaviors, as well as an improvement in emotional regulation and impulse control. These changes indicate that students’ learning barriers and behavioral problems are not solely caused by issues of discipline or motivation, but are closely related to the readiness and maturation of children’s executive brain functions.