<![CDATA[This study aims to describe the implementation of educational games based on Social-Emotional Learning (SEL) to strengthen empathy and prevent bullying behavior among students at Muhammadiyah Elementary School Pekuncen. The research focuses on the execution process of SEL-based educational games, the forms of empathy that emerge, and behavioral indicators supporting bullying prevention efforts. A qualitative approach with a case study design was employed, involving third-grade students as research subjects. Data were collected through observation, interviews (with the principal, teachers, and students), and documentation, with validity verified through source and technique triangulation. Data analysis involved data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of SEL-based educational games provided opportunities for students to interact, collaborate, recognize emotions, and understand their peers' feelings. Forms of empathy observed included caring for peers, the ability to understand others' feelings, offering assistance, collaborating, and respecting peers. Research data also revealed that bullying behavior—in physical, verbal, and non-verbal forms—still occurred in certain situations. However, during the observed SEL-based educational game activities, no signs of bullying behavior were found; instead, students demonstrated cohesive interaction, mutual assistance, and mutual respect. The findings highlight positive social interactions during the game activities, linked to empathetic behavior, cooperation, and respect for peers.]]>
