<![CDATA[The initial conditions in Class VIII C at SMPN 17 Malang (31 students) revealed alarming issues with emotional regulation: 12 students interrupted others without restraint, 10 students walked around or went in and out of the classroom without permission, a culture of teasing persisted without any effort to calm the situation, and 24 students chose to remain completely silent due to trauma. This hindered the teaching of Civic Education (PPKn), which requires deliberation and mutual respect. This study aims to describe the implementation of Social-Emotional Learning (SEL) to develop impulse control, empathy, and the courage to express opinions on the topic “Preserving the Unity of My Nation and Country.” The method used was a qualitative action research (PTK) based on the Kemmis & McTaggart model, conducted in three cycles with 31 students. Data were collected through observation, field notes, reflection journals, and interviews, then analyzed using the Miles & Huberman model and verified through triangulation. The research results showed significant improvements: the number of students who interrupted others decreased from 12 to nearly zero; instances of wandering or leaving the classroom dropped from 10 to zero; the number of students taking the initiative to calm their peers increased to 27; and the number of passive students who were previously silent but now dared to speak rose to the point where only two students still required intensive support. Assigning specific roles within the group and using the “writing bridge” technique were key to this success. The study concluded that contextually integrated PSE is capable of creating a safe, orderly, and inclusive classroom environment.]]>
