Analisis Perkembangan Perilaku Sosio-Emosional Siswa dalam Pelaksanaan Pembelajaran Secara Daring (Online) di Sekolah Dasar

G, Andi Lely Nurmaya; Irsan, Irsan; Sufinuran, Sufinuran; Fauziah, Rezky

doi:10.31004/basicedu.v6i1.2062

Cited by 9 publications

(8 citation statements)

References 9 publications

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“…They can show an attitude of curiosity, confidence, able to work together, get social support and sympathize with their environment. Although there are still some students who do not show positive changes (Nurmaya et al, 2022). This is consistent with earlier research showing a link between listening and interacting, solving problems, managing, and boosting self-confidence, which are all aspects of social emotional learning (Yilmaz & Yazici, 2020).…”

Section: Introductionsupporting

confidence: 88%

Correlation of Social Emotional Learning With the Use of Flipped Classroom Method in Learning Listening

Pellu,

AR,

Hajar

2023

EJPBI

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The aim of this research is to find out the correlation between social emotional learning and the use of the flipped classroom method in English listening learning and to know the use of Social Emotional Learning in the application of the flipped classroom method affects English listening learning. This research used correlational research method. The subjects of this research were students of the 2021/2022 and 2022/2023 batches of the English Education study program at Iqra Buru University, totalling 35 students. The data collection technique used in this study was a questionnaire that distributed using Likert Scale. The data in this study was analysing used correlation analysis techniques in the IBM SPSS Statistic 23. Validation test has been done with the results stating that all statements in the questionnaire were valid. After calculating all valid statements, the reliability coefficient for the Social Emotional Learning questionnaire was 0,855 and the reliability coefficient for the Flipped Classroom questionnaire is 0.934. The result of this research was the significant 2-taild is 0,000 0,05 means that social emotional learning (SEL) and flipped classroom method are correlate. Besides that, the value of pearson correlation is 0,736 means that social emotional learning and flipped classroom has strong correlation and positive. The conclusion of this research is social emotional learning and the use of flipped classroom method in learning listening is correlate with strong positive correlation.

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Section: Introductionsupporting

confidence: 88%

Correlation of Social Emotional Learning With the Use of Flipped Classroom Method in Learning Listening

Pellu,

AR,

Hajar

2023

EJPBI

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“…Aspek perkembangan sosial sudah selayaknya menjadi fokus utama dan perhatian seluruh pihak agar dapat berkembang secara optimal (Anisah & Hakam, 2022). Perkembangan sosial dapat dikembangkan melalui kegiatan pembelajaran yang ada di sekolah dengan disesuaikan kurikulum saat ini (Nurmaya et al, 2022). Kurikulum yang berlaku saat ini yaitu Kurikulum 2013 (Habibah, 2016).…”

Section: Pendahuluanunclassified

Analisis Perkembangan Sosial Siswa Sekolah Dasar

Purwati

Wulandari

Darsinah

2022

jurnalpendidikandasar

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Salah satu aspek perkembangan yang paling penting dalam menentukan kesuksesan peserta didik adalah perkembangan sosial. Pada kenyataannya saat ini beberapa sekolah dasar masih kurang memahami pola perkembangan peserta didiknya (Anisah & Hakam, 2022). Senada dengan pernyataan sebelumnya, Syukri (2021) berpendapat bahwa guru belum benar-benar memahami solusi dalam mengatasi kekurangan peserta didiknya. Hal tersebut juga dirasakan di SD Swasta 4 Paripurna Swakarsa, guru belum mampu memahami pola perkembangan sosial pada anak sehingga menghambat proses pembelajaran. Penelitian ini menggunakan pendekatan deskriptif kualitatif yang bertujuan untuk mendeskripsikan dan memaknai secara mendalam tentang perkembangan sosial di sekolah dasar. Berdasarkan hasil pengamatan, hal tesebut terbukti dengan adanya beberapa permasalahan sosial anak, diantaranya yaitu (1) peserta didik masih enggan dalam kegiatan kerja kelompok; (2) peserta didik masih sering memilih-memilih teman; (3) masih ada peserta didik yang dikucilkan; (4) peserta didik hanya mau bekerja kelompok dengan teman yang akrab; (5) peserta didik belum mampu mengungkapkan dan berbagi rasa dengan teman sebayanya; (6) peserta didik belum mampu bertanggung jawab akan kewajibannya; dan lain sebagainya. Selain hasil pengamatan, malalui wawancara dengan siswa SD Swasta 4 Paripurna Swakarsa diperoleh hasil bahwa masih banyak siswa yang memilih-milih teman dan enggan berteman dengan yang lain. Rendahnya aspek sosial tersebut perlu adanya perhatian dari segala pihak.

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“…Budaya malu dan budaya bersalah, merupakan rasa malu serta bersalah apabila melakukan kegiatan yang melanggar norma dimasyarakat (Benedict 2006). Ketika siswa sudah memiliki budaya malu dan bersalah apabila melakukan tindakan yang merugikan orang lain maka kondisi tersebut menjadi motivasi untuk menumbuhkan rasa simpati ditengah pertemanan antara siswa serta proses pembelajaran bersama guru, rasa simpati untuk akhirnya saling mengerti perasaan manusia disekitarnya membentuk lingkungan sekolah yang nyaman dengan terbangunnya sosio-emosional dan ekosistem sosial yang terpadu (Nurmaya. G et al 2022).…”

Section: Rekognisi Bergaul Sehatunclassified

Penguatan Rekognisi Hak-Hak Sipil pada Siswa Sekolah Dasar: Studi Kasus di SDS Muhammadiyah 4 Cawang Jakarta Timur

Ahmad

Ruslan

Nawawi

et al. 2022

j. paedagog. penelit. pengemb. pendidik.

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This study aims to describe the conditions and foster a character of recognition for students of SDS Muhammadiyah 4 Cawang East Jakarta. The research uses the PAR (Participant Action Research) method with validity tests using Pre-Test and Post-Test to foster recognition character for students. Research fosters the character of recognition of learners as subjects by using indicators of self-knowledge, healthy socializing, bullying and gender education then use pre-tests and post tests to determine character growth in learners through these data. The results showed an increase in students regarding the growth of recognition character for strengthening Gender Education and the Principle of non-Discrimination as a form of civil rights in the school environment.

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Analisis Perkembangan Perilaku Sosio-Emosional Siswa dalam Pelaksanaan Pembelajaran Secara Daring (Online) di Sekolah Dasar

Cited by 9 publications

References 9 publications

Correlation of Social Emotional Learning With the Use of Flipped Classroom Method in Learning Listening

Correlation of Social Emotional Learning With the Use of Flipped Classroom Method in Learning Listening

Analisis Perkembangan Sosial Siswa Sekolah Dasar

Penguatan Rekognisi Hak-Hak Sipil pada Siswa Sekolah Dasar: Studi Kasus di SDS Muhammadiyah 4 Cawang Jakarta Timur

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