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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH
Maghfira Wahyu Febrianty
Universitas Jember, Indonesia
Education

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PERAN LANDASAN PSIKOLOGIS DALAM MEMAHAMI KARAKTER PESERTA DIDIK Maghfira Wahyu Febrianty; Dian Fasihah; Nurul Aini
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3499

Abstract

This study aims to understand the role of psychological foundations in the character of students, focusing on emotional intelligence, learning motivation, mindset, and the influence of social environment. The method employed is a literature review, which collects and analyzes relevant sources. The findings indicate that students with high emotional intelligence can adapt better in learning environments, manage stress effectively, and interact positively with peers. Both intrinsic and extrinsic learning motivation significantly contribute to students' engagement and commitment in the educational process. Furthermore, a growth mindset encourages students to view mistakes as opportunities for learning. A supportive social environment, from both peers and family, has been shown to enhance students' self-confidence. This research reveals a positive relationship between these factors and the development of students' character, which is crucial for their academic and social success. Limitations of this study include the lack of empirical data and other variables that may influence students’ character. Future research is recommended to conduct more holistic empirical studies involving additional variables.
GURU SEBAGAI AGEN DUKUNGAN SOSIOEMOSIONAL: KAJIAN PERAN PERAN KOMPETENSI, DAN TANTANGAN DI SEKOLAH DASAR Nurul Aini; Maghfira Wahyu Febrianty; Dian Fasihah
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3500

Abstract

Objective: Student development at the elementary school level is influenced not only by academic achievement but also by social and emotional abilities that support character formation, interpersonal interaction, and adjustment to the school environment. In this context, teachers have a strategic position because they interact with students continuously and are therefore able to provide socio-emotional support in various educational situations. This study aims to examine the role of teachers as agents of socio-emotional support by focusing on teacher competencies, forms of support, and challenges encountered in its implementation in elementary schools. The study employed a qualitative approach with a descriptive design. Data were collected through in-depth interviews, observations of teacher-student interactions, and relevant documentation. Data analysis involved data condensation, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings indicate that teachers provide socio-emotional support by recognizing students’ conditions, establishing empathetic communication, offering positive reinforcement, assisting students in resolving interpersonal conflicts, and creating a safe and inclusive classroom environment. However, the implementation of this role is challenged by differences in students’ characteristics, limited time, teachers’ workload, family-related circumstances, and restricted access to professional support.
Co-Authors Dian Fasihah Nurul Aini