<![CDATA[Emotional literacy is an essential competence that needs to be developed in elementary school students, as it helps them recognize, understand, and manage emotions in social interactions and learning. However, in practice, teachers do not yet have specific assessment instruments to systematically measure students’ emotional literacy. This study aims to analyze the need for developing a self-assessment instrument that integrates emotional literacy in elementary schools. This study employed a descriptive qualitative approach. Data were collected through interviews with two teachers and four fifth-grade students from two public elementary schools in Tasikmalaya City, supported by a literature review. Data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that students have demonstrated basic emotional literacy skills, such as recognizing emotions, showing empathy, managing emotions, resolving emotional conflicts, and building social relationships, although these abilities are not yet fully developed. Teachers reported that self-assessment is still implemented in simple forms and has not utilized specific instruments. Therefore, developing a self-assessment instrument that integrates emotional literacy is necessary to support teachers in assessing and fostering students’ emotional competencies systematically. ABSTRAK Literasi emosi merupakan kompetensi penting yang perlu dikembangkan pada peserta didik sekolah dasar karena berperan dalam membantu mereka mengenali, memahami, dan mengelola emosi dalam interaksi sosial serta pembelajaran. Namun, dalam praktiknya, guru belum memiliki instrumen penilaian khusus untuk mengukur literasi emosi secara sistematis. Penelitian ini bertujuan untuk menganalisis kebutuhan pengembangan instrumen penilaian diri yang mengintegrasikan literasi emosi di sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui wawancara dengan dua guru dan empat peserta didik kelas V dari dua sekolah dasar negeri di Kota Tasikmalaya, serta didukung oleh studi literatur. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa peserta didik telah memiliki kemampuan literasi emosi pada tingkat dasar, seperti mengenali emosi, berempati, mengelola emosi, menyelesaikan konflik emosional, serta membangun hubungan sosial, namun belum berkembang optimal. Guru menyatakan bahwa penilaian diri masih sederhana dan belum menggunakan instrumen khusus. Oleh karena itu, pengembangan instrumen penilaian diri bermuatan literasi emosi diperlukan untuk membantu guru menilai dan mengembangkan kompetensi emosional peserta didik secara sistematis.]]>
