scholarly journals Pembelajaran Sosial Emosional Sebagai Dasar Pendidikan Karakter Anak Usia Dini

2013 ◽  
pp. 227-240
Author(s):  
Syamsul Hadi Syamsul Hadi
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Self Management ◽  
Social Aspects ◽  
Self Awareness ◽  
Social Emotional ◽  
Social And Emotional ◽  
Emotional Aspects

Abstrak:Proses pembelajaran anak tidak tergantung pada aspek inteligensi atau kemampuan kognitif saja, tetapi juga dipengaruhi oleh aspek lain seperti aspek perkembangan emosi dan sosial. Aspek emosi dan sosial ini sangat berpengaruh terhadap prilaku anak kepada dirinya, orang lain dan lingkungannya. Pada anak usia dini aspek sosial emosi ini dapat dikembangkan melalui pembelajaran sosial emosional. Dimana pembelajaran sosial emosional adalah proses mengembangkan keterampilan, sikap, dan nilai-nilai yang diperlukan untuk memperoleh kompetensi sosial dan emosional sebagai modal anak dalam berinteraksi dengan dirinya, orang lain dan lingkungan sekitar. Pembelajaran  sosial emosional ini dapat dijadikan sebagai awal dan dasar penanaman pendidikan karakter kepada anak usia dini. Ada empat kompetensi kunci pengembangan dalam aspek sosial emosional anak; self-awareness, self-management, social awareness, responsible decision making, dan relationship management. Keempat kompetensi ini penting dikembangkan sejak usia dini untuk membangun dan menanamkan keterampilan sosial anak. Karena dengan mengembangkan keempat aspek sosial emosional anak tersebut akan berimplikasi pada tertanamnya sifat-sifat baik/ karakter-karakter unggul pada diri anak dalam dunia sosial. Metode-metode seperti bermain, modeling, story telling, drama dan lainnya tepat digunakan untuk mengembangkan keempat keterampilan tersebut. Kata kunci: PAUD, pendidikan karakter, pembelajaran sosial emosionalAbstract:Children’s learning process does not depend only on the aspect of intelligence or cognitive abilities, but also influenced by other aspects such as emotional and social aspects of development. The emotional and social aspects have big influence on the child behaviortoward himself, others and the environment. In early childhood social emotional aspects can be developed through social emotional learning. Social emotional learning is the process of developing skills, attitudes, and values necessary to acquire social and emotional competence as a capital of children in interacting with himself, others and the environment. Emotional social learning can serve as the beginning and foundation in plantings character education to early childhood. There are four key competencies in social emotional development of children; self-awareness, self-management, social awareness, responsible decision making, and relationship management. These four competencies are important to be developed since early age to build and instill social skills of children. By developing the four social and emotional aspects of children, the good nature or excellent characters will be internalized within the children. Methods to be used in developing the four characters can be as follow: playing, modelling, story telling, drama, etc.Key words: early childhood, character education, social emotional learning

scholarly journals Application of Behavioural Emotional Rating scale (BERS 2nd ed.) to Study Social and Emotional Behaviour of Students at Middle Level in District Mirpur Azad Jammu Kashmir

2019 ◽  
Vol 7 (11) ◽  
pp. 599-607
Author(s):  
Dr. Razia Rizve ◽  
Dr. Saira Farooq Shah ◽  
Nimra Khalid ◽  
Maryam Iqbal
Keyword(s):  
Decision Making ◽  
Teacher Training ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Middle Level ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Social Emotional ◽  
Relationship Skills

Social Emotional Learning (SEL) is an ‘Umbrella term’ which covers all the aspects of development of an individual and can increase positive attitude towards self and others, hence reduces negative thinking. Social Emotional Learning is necessary to provide awareness to develop five core competencies i. Self-Awareness, ii. Self-Management, iii. Relationship skills, iv. Social-Awareness, v. Responsible decision making in students, as it is prerequisite for learning process. It creates a stable person who knows, how to behave in certain circumstances. The objectives of the study were to analyze the self-management in students at Middle level, identify the factors associated with responsible decision making, to develop better relationship skills that associates confidence in children, to explore the social awareness rate, to examine the abilities of children self-awareness. This study was quantitative in nature as it was implementation of BERS Scale (2nd Ed.) which is accurate & valid scale to measure attitude & is based on 4-point Likert Scale. Data was collected through BERS Questionnaires which are authentic and comprises of 55 questions. Data was analyzed trough applying of statistical techniques. Results showed majority of the students said that they are stable which indicate that Education system in Mirpur (A.J.K) has been improved in the past few years due to teacher training programs and facilities provided to the students. The study recommended that Social Emotional learning is essential for students. It also suggested that students can be saved from getting into depression, anxiety, regression, aggression and other mental disorders trough proper parental care, eradication of poverty, teacher training, gifted & talented education (GATE) of teachers and turning of schools into homelike environment.

A Co-Teaching Insight on SEL Curriculum Development and Implementation

2021 ◽  
pp. 39-63
Author(s):  
Abigail Rose Smurr ◽  
Candace M. Cano
Keyword(s):  
English Language ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Learning Needs ◽  
Self Awareness ◽  
Social Emotional ◽  
Self Reflection ◽  
Social And Emotional ◽  
School Year

Cano and Smurr became co-teachers and developed a social emotional learning (SEL) supplementary curriculum to use along their mandated English Language Arts curricula in their seventh and eighth grade classes. Through a process of research and development, their primary purpose was to identify the effectiveness of social emotional learning curriculum. This chapter will expand on the implementation and the impact of SEL curriculum created by Cano and Smurr; this curriculum was developed and implemented throughout the 2018-2019 school year and demonstrated student responsiveness towards learning and personal well-being. The SEL curriculum is strongly based off CASEL (Collaborative for Academic, Social, and Emotional Learning) standards: self-efficacy, growth mindset, self-management, social awareness, and self-awareness. The assignments impacted student learning in multiple areas such as an avenue of advocacy for learning needs, normalized stigmatized topics in the classroom, and assistance in student self-reflection and metacognition skills.

Adopting a Trauma-Informed Approach to Social-Emotional Learning

2020 ◽  
pp. 96-116
Author(s):  
Maurice J. Elias ◽  
Erica R. Powlo ◽  
Ava Lorenzo ◽  
Brian Eichert
Keyword(s):  
Ethical Decision Making ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Tier 2 ◽  
Social Emotional ◽  
Social And Emotional ◽  
Relationship Skills ◽  
Trauma Informed ◽  
Comprehensive Curriculum

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified 5 sets of social-emotional learning (SEL) skills (the CASEL 5): self-awareness; self-management; social awareness and empathy; relationship skills; and responsible, ethical decision-making. SEL is critical for students to be able to manage their own internal stressors, navigate their social environment successfully, and then access a comprehensive curriculum. It provides students with critical life skills such as problem-solving and perspective-taking that will span well beyond their schooling years, helping them to become productive members of society. In this chapter, the authors describe how to assess a school system’s infrastructure for SEL and discuss how to implement SEL at both Tier 1 and Tier 2 levels in an urban disadvantaged school district where many students have been impacted by trauma. A case study is presented.

scholarly journals Pengembangan Media Evaluasi Hearsmon Berbasis SEL (Social Emotional Learning) dalam Pembelajaran IPA Materi Sistem Pendengaran Bagi Siswa SD

2020 ◽  
Vol 2 (01) ◽  
pp. 1
Author(s):  
Dyah Aniza Kismiati
Keyword(s):  
Social Emotional Learning ◽  
Development Stage ◽  
Emotional Learning ◽  
Self Management ◽  
Self Awareness ◽  
Social Dimensions ◽  
Social Emotional ◽  
School Students ◽  
Analysis Design ◽  
Hearing System

This study aims to develop a media evaluation based on monopoly games combined with the values of Social Emotional Learning (SEL) on hearing system material for Grade IV Primary School students. This type of research is a Research and Development (RnD) with ADDIE design (Analysis, Design, Develop, Implement, and Evaluate). The stages carried out for this research are limited to the Development stage. The results of this study are in the form of a monopoly evaluation media, hereinafter referred to as Hearsmon, which contains test instruments related to the hearing system material for grade IV students. The values of Social Emotional Learning (SEL) developed through this media include personal dimensions (self-awareness, self-efficacy, self-management) and social dimensions (respect for others).

scholarly journals KAJIAN KONSEPTUAL TENTANG SOCIAL-EMOTIONAL LEARNING (SEL) DALAM PEMBELAJARAN BAHASA

2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Helaluddin Helaluddin ◽  
Alamsyah Alamsyah
Keyword(s):  
Language Learning ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Self Management ◽  
Self Awareness ◽  
Learning Program ◽  
Social Emotional ◽  
Relationship Skills ◽  
Main Components ◽  
The Right

  In the industrial era 4.0, the students, as one of the main components of education, have many conflicts and problems that brought to the school. That is, student is not only facing problem in academic aspect but also psychology aspect. For this reason, it is necessary to have the right strategy in social emotional learning (SEL) to equip students with the various skills they need in era industrial 4.0. this study was conduct using the Systematic Literature Review (SLR) method for various research results and other sources related to SEL activities. Through language learning, expected pupils to develop a variety of SEL skills, such as: (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship skills, and (5) responsible decision-making. Furthermore, this article also discusses various strategies and language learning program that can be used by teachers in instilling the SEL in the classroom.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

2021 ◽  
pp. 45-47
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Mental Disorders ◽  
Student Performance ◽  
Student Attitudes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Successful Student

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.

scholarly journals The Effect of Internal Locus of Control and Social-Emotional Learning on Life and Relationship Satisfaction

2020 ◽  
Vol 6 (2) ◽  
pp. 31-49
Author(s):  
Sibylle Georgianna ◽  
◽  
Jennifer Jagerson ◽  
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Self Management ◽  
Subjective Well Being ◽  
Social Emotional ◽  
Internal Locus ◽  
Internal Locus Of Control

Objective The current study examined the impact of a non-governmental organization’s academic tutoring and mentoring program on the social-emotional learning (SEL) and subjective well-being of 240 marginalized young women. Participants One-hundred-fifty-nine currently enrolled 7-12th grade students with a mean age of 16.39, SD=1.55; 40 students who were enrolled in college with a mean age of 20.25, SD=1.57, and 25 who had graduated from college with a mean age of 22.48, SD=2.16 and their leaders participated. Methods All participants completed in a survey that assessed the degree of participants’ locus of control, expectations of success (self-efficacy), current goals and career-related aspirations and their satisfaction with their relationships and life in general. Twenty-one of the participants and all leaders also were interviewed. Results Regression analyses revealed that both the participants’ self-management and the leader’s locus of control were significant predictors of the participants’ internal locus of control. Congruent with interview findings, latent structural equation analysis revealed that three manifest variables of social-emotional learning, “self-management”, “social awareness”, and “self-efficacy” had direct positive effects on participants’ subjective well-being (i.e., their satisfaction with life and relationships). Conclusion Culturally sensitive approaches to mentoring and training are needed and helpful. Future research should be carried out to mitigate design limitations and further the current study’s addition to the body of research on social-emotional learning and well-being.

scholarly journals DEVELOPING SOCIAL EMOTIONAL INTELLIGENCE THROUGH PLAYING ACTIVITIES FOR EARLY CHILDHOOD

2019 ◽  
Vol 7 (5) ◽  
pp. 946-950
Author(s):  
Yuni Astuti ◽  
Andika Prajana ◽  
Damrah ◽  
Erianti ◽  
Pitnawati
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Qualitative Method ◽  
Social Emotional ◽  
Analysis Techniques ◽  
Social And Emotional ◽  
Positive Attitudes ◽  
The Social ◽  
Hereditary Factors ◽  
Emotional Aspects

Purposes of the study: The purpose of this study was to describe the way to develop social-emotional intelligence in early childhood through play activities. A child doesn’t have social Emotional intelligence naturally in early childhood, but it must be nurtured and developed by parents and teachers in schools through developing social and emotional aspects of early childhood that can be done with various methods. Methodology: This study used a qualitative approach to the literature model. The method used in this study is a qualitative method with content analysis techniques consisting of developing the social and emotional aspects of early childhood is through playing activities. Result: The researcher found that playing activities by children can develop social-emotional of early childhood among others. The activities such as playing in small groups like children’s traditional games or playing with tools such as balls, marbles, rubber and, other tools. Implication/Applications: The findings of this study can help young children to be able to improve the development of social-emotional intelligence caused by hereditary factors and the environment through play activities. In this play, the activity can increase positive attitudes including honest behavior, independence, responsibility, fair, confident, fair, loyal friends, and the nature of compassion towards others and have high tolerance and demanded cooperation between others

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