SYSTEMATIC LITERATURE REVIEW: EFEKTIVITAS SOCIAL EMOTIONAL LEARNING SEBAGAI PONDASI PENDIDIKAN KELAS RENDAH DI SEKOLAH DASAR

Abstract

Social Emotional Learning (SEL) has become an increasingly important approach in 21st-century education due to its role in fostering students' social, emotional, and academic competencies. The implementation of SEL in lower elementary school grades is considered strategic, as this stage represents a critical period for developing children's character and social-emotional skills. This study aims to analyze the effectiveness of SEL implementation as a foundation for education in lower elementary school classrooms, identify teachers' competencies in implementing SEL, and examine research trends related to SEL. The study employed a Systematic Literature Review (SLR) method based on the PRISMA 2020 protocol. The literature search was conducted using Publish or Perish, with articles sourced from nationally accredited SINTA journals and internationally indexed Scopus journals. Following the selection process, 20 articles met the inclusion criteria and were analyzed descriptively. The synthesis findings indicate that SEL implementation has a positive impact on improving emotional regulation, self-awareness, empathy, social skills, collaboration, and responsible decision-making. Furthermore, SEL contributes to enhanced academic achievement, learning motivation, student participation, and psychological well-being. The effectiveness of SEL implementation is influenced by teachers' conceptual, pedagogical, and collaborative competencies, as well as support from schools, families, and the learning environment. Research trends also reveal increasing attention to SEL alongside the implementation of the Merdeka Curriculum, which emphasizes strengthening students' character development. Therefore, SEL has significant potential to serve as a foundational approach to education in lower elementary school grades, highlighting the need to strengthen teacher competencies, integrate SEL into the curriculum, and establish sustainable support from the broader educational ecosystem.

ABSTRAK

Pembelajaran sosial emosional (Social Emotional Learning/SEL) merupakan pendekatan yang semakin penting dalam pendidikan abad ke-21 karena berperan dalam mengembangkan kompetensi sosial, emosional, dan akademik peserta didik. Implementasi social emotional learning pada kelas rendah sekolah dasar dipandang strategis mengingat fase ini merupakan masa pembentukan karakter dan keterampilan sosial-emosional anak. Penelitian ini bertujuan untuk menganalisis efektivitas implementasi social emotional learning sebagai pondasi pendidikan di kelas rendah sekolah dasar, mengidentifikasi kompetensi guru dalam penerapannya, serta mengkaji tren penelitian terkait social emotional learning. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengacu pada protokol PRISMA 2020. Pencarian literatur dilakukan melalui Publish or Perish dengan sumber artikel yang berasal dari jurnal nasional terakreditasi SINTA dan jurnal internasional terindeks Scopus. Dari hasil proses seleksi diperoleh 20 artikel yang memenuhi kriteria inklusi dan dianalisis secara deskriptif. Hasil sintesis menunjukkan bahwa implementasi social emotional learning memberikan dampak positif terhadap peningkatan kemampuan pengelolaan emosi, kesadaran diri, empati, keterampilan sosial, kerja sama, serta pengambilan keputusan yang bertanggung jawab. Selain itu, social emotional learning juga berkontribusi terhadap peningkatan prestasi akademik, motivasi belajar, partisipasi siswa, dan kesejahteraan psikologis. Efektivitas implementasi social emotional learning dipengaruhi oleh kompetensi konseptual, pedagogis, dan kolaboratif guru, serta dukungan sekolah, keluarga, dan lingkungan belajar. Tren penelitian juga menunjukkan peningkatan perhatian terhadap SEL seiring implementasi Kurikulum Merdeka yang menekankan penguatan karakter peserta didik. Dengan demikian, SEL memiliki potensi besar untuk menjadi fondasi pendidikan kelas rendah di sekolah dasar, sehingga diperlukan penguatan kompetensi guru, integrasi dalam kurikulum, serta dukungan ekosistem pendidikan yang berkelanjutan.