<![CDATA[Penelitian ini bertujuan mendeskripsikan kemampuan manajemen emosi siswa kelas V di SDN 25 Sungai Tampang serta implikasinya terhadap pembentukan karakter sejak usia dini. Penelitian dilatarbelakangi oleh masih ditemukannya siswa yang kesulitan mengelola emosi, seperti mudah marah, menarik diri, dan kesulitan menghadapi tekanan akademik maupun sosial. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif. Subjek penelitian terdiri atas 25 siswa kelas V, seorang guru kelas, dan beberapa orang tua. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa kemampuan manajemen emosi siswa bervariasi; sebagian mampu mengelola emosi secara adaptif, sementara lainnya masih mengalami kendala. Faktor internal yang memengaruhi meliputi temperamen, kecerdasan emosional, dan kepercayaan diri, sedangkan faktor eksternal mencakup pola asuh, iklim sekolah, dan pengaruh teman sebaya. Penelitian ini menegaskan bahwa manajemen emosi berperan penting dalam membentuk karakter positif seperti empati, kesabaran, toleransi, dan sikap prososial. Oleh karena itu, integrasi pendidikan emosi dalam pembelajaran sekolah dasar perlu diperkuat melalui peran guru, sekolah, dan orang tua.
This study aims to describe the emotional management abilities of fifth-grade students at SDN 25 Sungai Tampang and their implications for early character building. The study is motivated by the presence of students who experience difficulties in regulating emotions, such as being easily angered, withdrawing socially, and struggling with academic and social pressures. A qualitative descriptive approach was employed in this study. The participants consisted of 25 fifth-grade students, a homeroom teacher, and several parents. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model. The results indicate that students’ emotional management abilities vary; some students are able to regulate emotions adaptively, while others still face challenges. Internal factors influencing emotional management include temperament, emotional intelligence, and self-confidence, whereas external factors include parenting styles, school climate, and peer influence. This study emphasizes that emotional management plays an important role in developing positive character traits, such as empathy, patience, tolerance, and prosocial behavior. Therefore, strengthening the integration of emotional education in elementary school learning through the roles of teachers, schools, and parents is highly recommended.]]>
