DINAMIKA KELUARGA DAN DISABILITAS SOSIAL MAHASISWA DI PERGURUAN TINGGI

Abstract

This article analyzes the relationship between family dynamics and social disabilities in college students using a case study method and Bronfenbrenner's Ecological Theory framework. The research focuses on students experiencing functional learning difficulties and mild emotional-behavioral disorders who are being treated through the PUSKA LDS service at UIN Mataram. The findings indicate that the family microsystem plays a significant role in shaping students' psychological and academic well-being. From a chronosystem perspective, these long-term conflict experiences accumulate and influence students' adaptation patterns from adolescence to early adulthood. The mesosystem connecting the family and PUSKA LDS provides a crucial space for intervention through academic and emotional mentoring services that serve as a compensatory mechanism. At the macrosystem level, the existence of inclusive education policies in Indonesia provides a structural basis for universities to provide support for students with disabilities. The results of this analysis confirm that students' social disabilities cannot be understood individually but must be viewed as a product of a complex interaction between family factors, developmental timelines, educational institutions, and national policies. A holistic approach across ecological levels is key to effective prevention and management in higher education.