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All Journal Kalam Cendekia: Jurnal Ilmiah Kependidikan Indonesian Journal of Education and Social Humanities
Maria Ulfah
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of Social Emotional Learning on Elementary School Students' Social Skills: A Quantitative Approach Maria Ulfah; Supriadi; Andika Arisetyawan
Indonesian Journal of Education and Social Humanities Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/ijesh.v3i2.866

Abstract

Developing robust social skills in early childhood is foundational to academic success and lifelong emotional well-being. Despite its importance, conventional elementary curricula predominantly focus on cognitive metrics, often leaving teachers unequipped to address rising behavioral challenges and social deficits in the modern classroom. This study aims to examine the effect of Social Emotional Learning (SEL) on the social skills of elementary school students. Employing a quantitative quasi-experimental framework, this study involved 67 fifth-grade students, assigned to an experimental class (n = 32, receiving SEL intervention) and a control class (n = 35, receiving conventional instruction). Data on students' social skills were systematically gathered using a validated questionnaire and analyzed through descriptive metrics alongside paired and independent sample t-tests. The empirical findings indicate that SEL implementation exerts a profoundly positive and statistically significant effect on students' social skills. The experimental group demonstrated an exponential increase in mean social skill scores, rising from a pre-treatment baseline of 65.07 (low category) to an impressive 94.28 (very high category) post-treatment. Conversely, the control group’s post-test mean stagnated at 63.19 (low category), establishing the definitive superiority of the SEL framework over traditional teaching methods (p < 0.05). Consequently, SEL serves as a potent and scalable pedagogical alternative to address contemporary deficits in elementary students' social skills. These results provide vital empirical backing for educational policymakers to systematically integrate emotional intelligence and social-framework modeling into primary school curricula.
Analisis Struktur dan Isi Kurikulum Sekolah Dasar: Perbandingan Kurikulum Merdeka dan Kurikulum 2013 Maria Ulfah; Effy Mulyasari; Deri Hendriawan; Ahmad Suryadi; Suheti Suheti
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 1 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i1.97139

Abstract

Pendidikan dasar membutuhkan kurikulum yang relevan dengan kebutuhan abad ke-21. Penelitian ini bertujuan untuk membandingkan struktur dan isi Kurikulum 2013 dan Kurikulum Merdeka. Metode penelitian yang digunakan adalah studi literatur dengan analisis dokumen resmi dan kajian akademis terkait. Temuan menunjukkan bahwa Kurikulum Merdeka menawarkan fleksibilitas dan pendekatan berbasis proyek, sementara Kurikulum 2013 lebih terpusat dengan pendekatan tematik terpadu. Implementasi Kurikulum Merdeka menghadapi tantangan kesiapan guru dan sumber daya yang belum merata. Kesimpulannya, Kurikulum Merdeka lebih adaptif terhadap tuntutan pendidikan modern, tetapi membutuhkan dukungan pelatihan dan infrastruktur yang memadai.
Co-Authors Ahmad Suryadi Andika Arisetyawan Effy Mulyasari Suheti Suheti Supriadi