budi astuti, Arri Handayani, Dini Rakhmawati

Analisis Masalah Perkembangan Sosial Emosi Pada Anak Didik di Kelas Rendah dan Penanganannya

Introduction

Analisis masalah perkembangan sosial emosi pada anak didik di kelas rendah dan penanganannya. Menganalisis masalah perkembangan sosial emosi anak kelas rendah, termasuk regulasi emosi & interaksi sosial. Temukan strategi penanganan efektif guru, orang tua, & sekolah.

Abstract

Perkembangan sosial dan emosional siswa kelas awal memainkan peran penting dalam keberhasilan akademik dan kesejahteraan psikologis mereka.Tujuan dari penelitian ini adalah untuk menganalisis masalah yang berkaitan dengan perkembangan sosial dan emosional anak sekolah dasar dan mengevaluasi strategi penanganan yang berbeda. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan menggunakan teknik wawancara mendalam dan observasi partisipan. Penelitian menunjukkan bahwa masalah utama siswa meliputi kesulitan mengatur emosi, keterampilan interaksi sosial yang buruk, dan perilaku agresif dan acuh tak acuh. Strategi penanganan yang efektif memerlukan pendekatan holistik yang melibatkan guru, orang tua, dan lingkungan sekolah. Intervensi sistematis seperti program pengembangan keterampilan sosial, konseling individu, dan kegiatan ekstrakurikuler telah terbukti meningkatkan keterampilan sosial dan emosional anak. Studi ini menunjukkan bahwa sekolah mengambil pendekatan multidisiplin untuk mengatasi masalah sosial dan emosional untuk menciptakan lingkungan belajar yang inklusif dan mendukung.

Review

The paper, "Analisis Masalah Perkembangan Sosial Emosi Pada Anak Didik di Kelas Rendah dan Penanganannya," addresses a critically important area in early childhood education: the social and emotional development of young students. The abstract clearly articulates the study's objective, which is to analyze the problems associated with social and emotional development in early grade children and to evaluate various handling strategies. Utilizing a qualitative research approach, the study employed in-depth interviews and participant observation, suggesting a rich, nuanced exploration of this complex topic, which is commendable given the subjective nature of social and emotional experiences. The findings presented highlight significant challenges faced by early grade students, including difficulties in emotional regulation, underdeveloped social interaction skills, and instances of aggressive or apathetic behavior. Crucially, the research advocates for a holistic approach to addressing these issues, emphasizing the vital involvement of teachers, parents, and the broader school environment. The abstract identifies specific, effective interventions such as social skill development programs, individual counseling, and extracurricular activities, which are shown to enhance children's social and emotional competencies. This underscores the study's conclusion that a multidisciplinary strategy is essential for creating an inclusive and supportive learning environment. This study makes a valuable contribution by pinpointing common social-emotional difficulties in young learners and proposing practical, systemic interventions. The qualitative methodology allows for a deeper understanding of these issues from multiple perspectives, which is a significant strength. To further enhance its impact, future research could benefit from detailing the specific metrics or qualitative indicators used to "evaluate" the effectiveness of different handling strategies. Additionally, exploring the generalizability of these findings across diverse educational settings or including a longitudinal component to track long-term outcomes of interventions would add further depth and evidence to this important area of inquiry.

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