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.

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.

scholarly journals SOCIAL EMOTIONAL LEARNING PROGRAM FOR BUILD RESPONSIBLE CHARACTER OF STUDENTS IN ELEMENTARY SCHOOL

2021 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Lu’lu’a Farah Adiba Farah Adiba ◽  
Asep Ediana Latip
Keyword(s):  
Elementary School ◽  
Social Emotional Learning ◽  
Sampling Technique ◽  
Emotional Learning ◽  
Self Awareness ◽  
Learning Program ◽  
Social Emotional ◽  
Relationship Skills ◽  
Library Research ◽  
Analysis Technique

The aim of this research was describe Social Emotional Learning (SEL) Program for build responsible character of students in elementary school. The approach for this study was qualitative. The main method of this study was library research that supported with filed research. Library research that referred in this study was an activity to collected data, read, took notes, and processed the data that related with Social Emotional Program in Schools. It was obtained from books, journals, and articles. There are 5 main journals supported by 10 other. The researcher was collected the data from documents, research notes, and interviews. The interviewees are people who have direct contact with Social Emotional Program such as Head of Social Emotional Program Department, teachers, students and parents of Kharisma Bangsa Elementary School. This study used purposive sampling technique. The instruments of this research were document check list, notes, and interview guidelines. Data analysis was achieved through a content analysis technique. The result showed that Social Emotional Learning Program can build responsible character of students in elementary school. It can be obtained by growing social awareness, self-management, self-awareness, responsible decision making, and relationship skills after implementing Social Emotional Learning Program. The Social Emotional Learning Program was effective to build the responsibility by using some approaches there were Explicit SEL Instruction, Teacher Instructional, and Integrated with curriculum areas that supported by several strategies between PATH, RC, 4R’s, and RULER.

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 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 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 The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.

2010 ◽  
Vol 78 (2) ◽  
pp. 156-168 ◽  
Author(s):  
Karen L. Bierman ◽  
◽  
John D. Coie ◽  
Kenneth A. Dodge ◽  
Mark T. Greenberg ◽  
...  
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
School Characteristics ◽  
Learning Program ◽  
Social Emotional

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.

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