MENEROKA EFEKTIVITI TERAPI BERMAIN PASIR TERHADAP REGULASI EMOSI DALAM KALANGAN MURID AUTISME MENGGUNAKAN FUZZY DELPHI METHOD: EXPLORING THE EFFECTIVENESS OF SAND PLAY THERAPY ON EMOTIONAL REGULATION AMONG AUTISM STUDENTS USING THE FUZZY DELPHI METHOD - Nurul Fazzuan Khalid; Maznah Ramli; Rozniza Zaharudin (INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC), 2024)
Kajian ini menilai keberkesanan terapi bermain pasir sebagai intervensi untuk meningkatkan regulasi emosi dalam kalangan murid autisme di Malaysia. Gangguan Spektrum Autisme (ASD) merupakan keadaan neuroperkembangan yang ketara mempengaruhi keupayaan komunikasi, interaksi sosial dan pengurusan emosi kanak-kanak. Teori Regulasi Emosi (Gross, 2002) digunakan untuk menerangkan bagaimana individu menguruskan dan mengawal emosi mereka dalam pelbagai konteks, yang menyokong pemahaman tentang bagaimana terapi bermain pasir dapat membantu murid autisme mengatur emosi mereka dengan lebih berkesan. Melalui pendekatan Fuzzy Delphi Method (FDM), pengkajian ini menganalisis impak terapi bermain pasir terhadap perkembangan kemahiran regulasi emosi murid autisme dalam persekitaran pendidikan khas. Dapatan kajian menunjukkan bahawa pendekatan terapi bermain pasir yang sistematik dan berstruktur mampu merangsang perkembangan kemahiran sosio-emosi murid autisme secara signifikan. Intervensi ini menyediakan platform yang selamat dan terapeutik untuk murid mengekspresikan emosi serta membina hubungan bermakna dengan rakan sebaya melalui aktiviti bermain pasir yang terkawal. Hasil kajian turut mengetengahkan potensi terapi bermain pasir sebagai kaedah intervensi yang kos efektif dan mudah dilaksanakan dalam menyokong perkembangan emosi murid berkeperluan khas, khususnya dalam konteks pendidikan inklusif di Malaysia. This study evaluates the effectiveness of sandplay therapy as an intervention to enhance emotional regulation among students with autism in Malaysia. Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that significantly affects children’s communication abilities, social interactions, and emotional management. The Emotion Regulation Theory (Gross, 2002) is utilized to explain how individuals manage and control their emotions in various contexts, supporting the understanding of how sandplay therapy can help students with autism regulate their emotions more effectively. Through the Fuzzy Delphi Method (FDM) approach, this research analyzes the impact of sandplay therapy on the development of emotional regulation skills among students with autism in special education environments. The findings indicate that a systematic and structured sandplay therapy approach can significantly stimulate the development of socio-emotional skills in students with autism. This intervention provides a safe and therapeutic platform for students to express emotions and build meaningful relationships with peers through controlled sandplay activities. The research results also highlight the potential of sandplay therapy as a cost-effective and easily implemented intervention method in supporting the emotional development of students with special needs, particularly in the context of inclusive education in Malaysia."