Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal CARONG: Jurnal Pendidikan, Sosial dan Humaniora Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan
Asri Astria
Universitas Sulawesi Barat
Religion Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Research Trends in Social and Emotional Learning in Elementary Schools Nurul Hikmah; Dwi Pratiwi Meisari; Tuti Alawiah; Asri Astria; Intan Fandini; Muhammad Gazali
Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan Vol. 13 No. 1 (2026): Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan
Publisher : Universitas Sriwijaya in Collaboration with HDPGSDI (Himpunan Dosen PGSD Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jisd.v13i1.169

Abstract

This study is grounded in the importance of developing Social and Emotional Learning (SEL) in elementary schools as a foundation for building students’ character, empathy, and psychological well-being in facing the challenges of the 21st century. SEL is not only essential for academic success but also plays a crucial role in nurturing emotionally resilient and socially responsible individuals. The purpose of this study is to map the trends and directions of research on SEL at the elementary school level during the period 2020–2025 using bibliometric analysis. The data were collected using the Publish or Perish (PoP) software with Google Scholar as the database source. The data were then analyzed using VOS viewer to identify publication trends, the most highly cited articles, types of research, and thematic relationships among studies. The findings indicate a significant increase in the number of publications, rising from one publication in 2020 to eight publications in 2025. The majority of the studies were literature reviews, accounting for 72% of the total publications. The VOS viewer visualization analysis revealed seven main clusters. Among these seven clusters, two were directly connected to the theme of SEL, highlighting its growing relevance and research focus within the field of elementary education.
Parent–Teacher Synergy in Guiding Student Development in Majene Regency, Indonesia Mithhar Mithhar; Asri Astria; Evy Segarawati Ampry
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 1 (2026): January-Maret, Pendidikan dan Edukasi Masyarakat Berkelanjutan
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/vgfs0s52

Abstract

Student development is a multidimensional process shaped by the interaction between family, school, and the wider social environment. This article aims to analyze parent–teacher synergy in guiding student development in Majene Regency, West Sulawesi, Indonesia. This study employed a qualitative research method. The research was conducted over three months, from January to March 2026, involving 10 purposively selected informants, including school leaders, the vice principal for student affairs, a homeroom teacher, a subject teacher, a guidance and counseling teacher, a school committee representative, parents, and a student. Data were collected through interviews, literature review, and documentation, and analyzed using descriptive qualitative methods, including data reduction, thematic categorization, and interpretation. The findings show that parent–teacher synergy plays an important role in strengthening students’ motivation to learn, discipline, character development, academic engagement, self-confidence, and social-emotional development. This synergy is realized through regular communication, parental involvement in school programs, collaborative monitoring of academic and non-academic progress, alignment of educational values, and ethical use of communication technology. The article concludes that parent–teacher synergy is a fundamental basis for creating a holistic, consistent, and sustainable educational environment.
Co-Authors Dwi Pratiwi Meisari Evy Segarawati Ampry Intan Fandini Mithhar Mithhar Muhammad Gazali Nurul Hikmah Tuti Alawiah