The Development and Effectiveness of Social-Emotional Training: Portrait of Teachers and Students in Madrasah
Abstract
Social-Emotional Learning (SEL) is a learning program recommended by the Ministry of Education and Culture of Indonesia to be implemented to increase students' mental health. This study aims to develop a psycho-education program called Social-Emotional Learning (SEL) based on participatory action research which results in 10 sessions for this program. Furthermore, researchers also examine the effectiveness of it in increasing teachers’ knowledge about student development, the student’s social skills, and student’s perceptions about the implementation of SEL in schools. The participants are 30 teachers from several schools who were assigned to the experimental group with a pre-post one group study design. Also, some teachers assessed 30 students to know the increase in their social skills, and five students participated in interview sessions. Before and after the implementation of the training program, teachers were given a pre-test and post-test related to the knowledge about student’s development (physics, cognitive, social, and emotional) and students were assessed by their teachers (pre and post) related to student’s social skills (communication, cooperation, assertive, responsible, empathy, engagement, self-control). Results showed there is increasing teacher’s knowledge about student’s development with Z = -3.839, p = 0.000 and also there is increasing in children’s social skills with the value t = -4.071, p = 0.000. Furthermore, based on student’s perceptions, there are five themes, and seven categories obtained, which is student’s feeling satisfied with the implementation of SEL in learning.
Downloads
References
Alwani, Z., & Celik, H. (2021). Holistic Approaches to Social Emotional Learning in Islamic Schools. Journal of Moral and Ethical Education.
Bracket, M.A., & Rivers, S. E. (2012). Transforming students’ lives with social and emotional learning. Yale University.
Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224. https://doi.org/10.1016/j.lindif.2010.10.002
Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national survey on how social and emotional learning can empower children and transform schools. Civic Enterprises.
CASEL. (2015). Effective social and emotional learning programs. Collaborative for Academic, Social, and Emotional Learning.
Coghlan, David & Brannick, Teresa. (2005). Doing action research in your own organization (2nd ed.). Sage Publication Ltd.
Durlak, J. A., Weissberg, R. P. Dymnicki, A.B., Taylor, R.D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development.
Education, N. C. for A. of T. (2010). The road less traveled: How the developmental sciences can prepare educators to improve student achievement: Policy recommendations. Retrieved from www.ncate.org/public/researchreports/ncateintiatives/increasingtheapplicationofdevelopmentalscience/tabid/706/default.aspx
Elmi, C. (2020). No Integrating Social-emotional learning strategies in higher education. European Journal of Investigation in Health, Psychology and Education, 10, 848–858. https://doi.org/https://doi. org/10. 3390/ejihpe10030061
Garner, P. W., Bender, S.L., & Fedor, M. (2018). Mindfulness-based SEL programming to increase preservice teachers' mindfulness and emotional competence. Psychology in the Schools, 5(1)
Grant, S., Hamilton, L. S., Wrabel, S. L., Gomez, C. J., & Whitaker, A. (2015). Social and emotional learning interventions. RAND Corporation.
Gresham, F.M., & Elliott, S.N. (2008). Social skills improvement system-rating scales. Pearson Assessments.
Hamre, B. K., & Pianta, R. C. (2006). Student–teacher relationships. In G. G. Bear & K. Minke (Eds.), Children’s needs III: Development, prevention, and intervention. Bethesda. MD: National Association of School Psychologists, 59–71.
Koshy, V. (2005). Action research for improving practice: A practical guide. Sage Publication Ltd.
Liu, M., & Zhang, Q. (2019). Integrating outcome-based education and project-based learning: Effects on emotional intelligence in high school students. Journal of Curriculum and Instruction, 32(1), 89-104. https://doi.org/10.1080/123456789
Martinsone, B. (2016). Social emotional learning: implementation of sustainability-oriented program in Latvia. Journal of Teacher Education for Sustainability, 18(1), pp.57–68. https://doi.org/10.1515/jtes-2016-0005.
Ministry of Education and Culture (2022). Kebijakan kurikulum. Mind Set Edisi Khusus TIN. https://doi.org/file:///C:/Users/UIN% 20RIL%202021/Downloads/Kebijakan_Kurikulum_Merdeka-2.pd
National Council for Accreditation of Teacher Education. (2010). The road less travelled: How the developmental sciences can prepare educators to improve student achievement: Policy recom- mendations. Retrieved from www.ncate.org/public/researchreports/ncateintiatives/increasingtheapplicati onofdevelopm en- talscienc /tabid/706/default.aspx.
Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing Systemic Social and Emotional Learning Approaches in Schools: A Framework for Schoolwide Implementation. Cambridge Journal of Education, 46(3), 277-297. https://doi.org/10.1080/0305764X.2015.1125450
Ormrod, J. E., Anderman, E. M., & Anderman, L. H. (2020). Psikologi pendidikan (10th ed.). Pearson Education, Inc.
Peterson, A. (2018). Connecting STEM curriculum with social emotional learning in early childhood. Undergraduate Research Journal. https://openspaces.unk.edu/undergraduate-researchjournalAvailableat:ht tps: //openspaces .unk.edu/undergraduate-rese arch-journal/vol22/iss1/5, 2018, 22(5).
Puslitjak Kemdikbud. (2021). Mendorong peningkatan kesejahteraan psikologis siswa selama pandemi covid-19. Pusat Penelitian Kebjijakan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Reicher, H. (2010). Building inclusive education on social and emotional learning: Challenges and perspectives - A review. International Journal of Inclusive Education, Vol. 14, n, 213–246. https://doi.org/https://doi.org/10.1080/13603110802504218.
Schonert-Reichl, K. A., Hanson-Peterson, J. L., & Hymel, S. (2015). Social and emotional learning and teachers. Dalam J. A. Durlak, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 406-421).
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Brock, L. L., & Nathanson, L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten class- room. Developmental Psychology, Vol. 45, 958–972.
Skoog-Hoffman, A., Miller, A. A., Plate, R. C., Meyers, D. C., Tucker, A. S., & Schwartz, H. L. (2024). Social and Emotional Learning in U.S. Schools: Findings from CASEL's Nationwide Policy Scan and Surveys. RAND Corporation
Smith, J., & Adams, R. (2020). The impact of project-based learning on social and emotional skills development in elementary education. Journal of Educational Research, 45(2), 123-137. https://doi.org/10.1007/s12345-020-6789
Stipp, B. (2019). A big part of education also: A mixed-methods evaluation of amsocial and emotional learning (SEL) course for pre-service teachers. Emotional and Behavioural Difficulties.
Transforming Education. (2023). SEL for educators: Promoting the social-emotional development and well-being of adults in school setting. Retrieved from https://transformingeducation.org/resources/sel-for-educators-toolkit/.
Zilka, G.C. (2020). Openness and development or self-criticism of preservice teachers watching videos of themselves teaching a lesson. Review of European Studies, 12(4).
Copyright (c) 2024 Psychosophia: Journal of Psychology, Religion, and Humanity
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright Notice
The Psychosophia: Journal of Psychology, Religion, and Humanity is under the Creative Commons Attribution 4.0 International (CC-BY 4.0) License, according to which:
1) Authors retain copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution (CC-BY 4.0) that allows the sharing of articles published with the acknowledgment of authorship and the initial publication in this journal.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.