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All Journal Multidisciplinary Indonesian Center Journal Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial
Luthfi Azima Harahap
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Religion Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Other

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THE EFFECTS OF A SOCIAL-EMOTIONAL LEARNING (SEL) CURRICULUM ON ACADEMIC RESILIENCE AND PROSOCIAL BEHAVIOR IN HIGH-POVERTY PRIMARY SCHOOLS AT SDN NO.100907 MUARA AMPOLU I KECAMATAN MUARA BATANGTORU Hendri Junaidi Nasution; Sery Bulan Harahap; Luthfi Azima Harahap; Anita Adinda; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1535

Abstract

This study examines the effects of a Social-Emotional Learning (SEL) curriculum on academic resilience and prosocial behavior in high-poverty primary schools, specifically at SDN No. 100907 Muara Ampolu I, Kec. Muara Batangtoru. Employing a quasi-experimental design with a pretest-posttest control group, 80 students participated, divided equally into intervention and control groups. The 12-week SEL program focused on self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Data were collected using validated academic resilience and prosocial behavior instruments and analyzed through paired and independent sample t-tests. Findings revealed that students in the intervention group demonstrated significant improvements in academic resilience and prosocial behavior compared to the control group. The study highlights the potential of SEL curricula to foster adaptive coping strategies and positive social interactions among students in socioeconomically disadvantaged settings. Implications for educational policy and school practices are discussed, emphasizing the importance of SEL integration in primary education
Keterampilan Menulis Teks Narasi Siswa Kelas IV Sekolah Dasar Luthfi Azima Harahap; Akhiril Pane
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 3 No. 3 (2025): Vol. 3 No. 3 (2025): Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Volume 3 Nom
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v3i3.176

Abstract

Character Narrative writing skills are one of the essential competencies in Indonesian language learning at the elementary school level, as they play a crucial role in developing students’ logical thinking, creativity, and self-expression. However, in practice, many students still experience difficulties in writing narrative texts, including limited vocabulary, disorganized storylines, and low learning motivation. This study aims to examine the influence of digital literacy on the narrative writing skills of fourth-grade elementary school students. The research employed a literature study method by analyzing various relevant sources, including textbooks, national and international journal articles, conference proceedings, and official educational documents related to writing skills, narrative texts, and digital literacy. Data were collected through a systematic literature search using academic databases such as Google Scholar, SINTA, and DOAJ. The collected data were analyzed using qualitative descriptive analysis through processes of data reduction, categorization, comparison, and synthesis of previous research findings. The results indicate that students’ narrative writing skills are influenced by both internal and external factors, such as low intrinsic motivation, lack of self-confidence, limited time for writing practice, and the use of monotonous teaching methods. Conversely, digital literacy has been shown to contribute positively to increasing students’ learning motivation, creativity, and ability to develop ideas, storylines, and appropriate language use in narrative texts. Therefore, it can be concluded that the integration of digital literacy in Indonesian language learning has a significant positive influence on improving the narrative writing skills of fourth-grade elementary school students and can serve as an effective alternative instructional strategy.
Co-Authors Adinda, Anita Hamka Hendri Junaidi Nasution Pane, Akhiril Sery Bulan Harahap