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All Journal Esteem Journal of English Study Programme Jurnal Educatio FKIP UNMA Sport and Nutrition Journal PAKAR Pendidikan Journal of Public Helath Science Research (JPHSR) Jurnal Impresi Indonesia YASIN: Jurnal Pendidikan dan Sosial Budaya
Yudistira, Satria
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Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : PAKAR Pendidikan

 1 
Perspektif Kritis tentang Pembelajaran Sosial-Emosional dalam Pendidikan Nonformal: Meningkatkan Kesejahteraan di Kalangan Komunitas Marginal Yudistira, Satria
PAKAR Pendidikan Vol 23 No 1 (2025): Published in January 2025
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pakar.v23i1.678

Abstract

Nonformal education is crucial in accessing marginalized communities often excluded from formal education systems. However, integrating Social-Emotional Learning (SEL) approaches in nonformal education remains limited. This study aims to explore the role of SEL in enhancing the psychological, social, and emotional well-being of learners from marginalized communities and identify implementation challenges. The research employs a literature review method with a critical analysis of SEL theories and practices and their relevance to nonformal education contexts. The findings indicate that the application of Social and Emotional Learning (SEL) in nonformal education has significant potential to improve the welfare of marginalized communities, especially in the context of education at Community Learning Activity Centers (PKBM) and other learning groups. However, the study also reveals structural, social, and cultural barriers, including a lack of policy support and resource limitations. This study concludes that integrating SEL into nonformal education holds substantial potential to improve the quality of life for marginalized communities. Therefore, inclusive policy support, facilitator training, and culturally adaptive approaches are essential. This research contributes to developing education science, particularly in creating holistic nonformal education models to enhance community well-being.
Co-Authors Al Amien, Tsaniatin Nahla Arif Hidayat Lumaela, Ibni Fikri Mardiana Mardiana Nuryaman, Muhammad Ridha, Muna Zufra Inayah