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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan
Dyah Lyesmaya
Universitas Nusa Putra, Sukabumi
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Kelola Emosi Berbasis Experiential Learning dalam Mengembangkan Kelas Bernuansa Social Emotional Learning: Managing Emotions Based on Experiential Learning in Developing Classes with a Social Emotional Learning Nuance Desti Mahardikawati; Dyah Lyesmaya; Wiwin Winarni
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.9012

Abstract

This Community Service (PkM) activity aims to improve teachers' understanding and skills in managing emotions and implementing Social Emotional Learning (SEL) in the school environment. The program is motivated by the results of a needs diagnosis through interviews with the principals of partner schools, namely SMP Plus Luqmanulhakim, RA Luqmanulhakim, SDN Lebaklarang, and SDN Nyangkowek 2, which showed that teachers needed to strengthen their guidance competencies, especially in the social and emotional aspects of students, amidst limited Guidance and Counseling (BK) services in schools. The needs diagnosis was carried out using the VTS Pedagogy (Visualize Thinking Strategies) approach. The PkM program was implemented through an Emotion Management workshop with an Experiential Learning approach (Kolb, 2015) through the ARKA method (Activity, Reflection, Conceptualization, and Application). The subjects of the activity were RA, elementary, and junior high school teachers from four partner schools. The results of the activity showed an increase in teachers' understanding of emotional regulation and SEL based on a comparison of pre-test and post-test results, an increase in teachers' ability to recognize students' emotional states, and the production of simple media in the form of an Emotional Weather Board, an Emotional Choice Wheel, and an Emoticon Tracker that can be used in learning. Participant reflections showed that the training was interactive, easy to understand, and motivated teachers to apply the training results in the classroom. This activity has implications for strengthening teachers' competencies to create more humanistic and nuanced Social-Emotional Learning (SEL).
Optimalisasi Kompetensi Guru melalui Workshop Digital storytelling Berbasis Canva untuk Mendukung Pembelajaran Abad ke-21 di Sukabumi: Optimizing Teacher Competence through a Canva-Based Digital Storytelling Workshop to Support 21st-Century Learning in Sukabumi Ati Susilawati; Dyah Lyesmaya; Ayi Abdurahman
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.9013

Abstract

The digital transformation in education demands that teachers develop innovative and engaging learning media. One medium relevant to this demand is digital storytelling, which integrates narrative, visuals, audio, and digital technology into meaningful learning experiences. However, initial observations indicate that most teachers in the Cibadak and Cicurug Districts of Sukabumi Regency still use conventional learning methods and lack adequate skills in developing digital storytelling. This community service activity aims to improve teachers' competency in designing and producing digital storytelling using AI and the Canva platform. The implementation method consists of preparation, needs identification, material delivery, demonstration, guided practice, presentation of work, and evaluation. Teachers from various educational levels actively participated in the workshop. The results showed an increase in participants' understanding of digital storytelling, their ability to create storyboards, write narrative scripts, use Canva features, and produce simple digital storytelling products ready for use in learning. Furthermore, participants responded positively to the workshop and stated that the material provided was relevant to the learning needs in schools. The digital storytelling workshop proved an effective strategy for improving teachers' digital literacy while supporting the implementation of creative, student-centered learning. In the future, ongoing mentoring is needed to ensure teachers can consistently implement digital storytelling in the classroom.
Co-Authors Ati Susilawati Ayi Abdurahman Desti Mahardikawati Wiwin Winarni