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All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Makhroji
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrating Social-Emotional Learning in English Language Teaching: Teachers’ Perspectives, Pedagogical Practices, and Challenges Makhroji; Zulida, Evi; Arif Sanjaya, Muhammad; Rahmiati
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17761

Abstract

This study aims to explore how Social-Emotional Learning is integrated into English Language Teaching by examining teachers’ perspectives, pedagogical practices, and implementation challenges, and to provide pedagogical implications for enhancing ELT practices, focusing on the Indonesian context of Kota Langsa, Aceh. Using a mixed-methods design, the research employed 50 questionnaires containing 30 items to gather quantitative data and conducted 12 in-depth interviews to collect qualitative insights. The study involved 50 English teachers from junior and senior high schools in Kota Langsa, Indonesia, representing public, private, and Islamic boarding schools. Quantitative data were analyzed using descriptive and inferential statistics, including independent-samples t-tests, with SPSS. Qualitative data were examined through thematic analysis. Integration of both strands enabled triangulation, generating findings that were both statistically grounded and contextually rich. Results indicated that while teachers demonstrated high awareness of SEL benefits (M = 4.32, SD = 0.45), their classroom practice remained moderate (M = 3.65, SD = 0.52), revealing a significant awareness-practice gap. Institutional constraints, limited training, and cultural issues were identified as major barriers, with public school teachers reporting more systemic challenges than private school teachers (p = 0.003, Cohen’s d = 0.88). Qualitative findings highlighted culturally responsive practices, such as integrating Islamic narratives, alongside the need for institutional support. The study concludes by recommending localized strategies and systematic training to bridge the gap between SEL awareness and classroom implementation.
Designing Aceh Local History Teaching Materials to Strengthen Social Cohesion: A Qualitative Study Anis, Madhan; Rahman, Aulia; Prasetyo, Okhaifi; Makhroji; Rosyid MA, Ikhsan; Junaidi, Teuku
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19594

Abstract

This study aims to explore the design process of Acehnese local history teaching materials oriented toward strengthening students’ social cohesion. The research employed a qualitative case study approach involving six social studies teachers, twelve students, and two curriculum developers selected through purposive sampling. Data were collected through classroom observations, interviews with teachers and students, and analysis of curriculum documents and teaching materials. Data were analyzed using Miles and Huberman’s interactive model, which includes data condensation, data display, and conclusion drawing and verification. The findings indicate that local history learning in Aceh remains dominated by elite-centered narratives and does not adequately represent the roles of cross-ethnic and cross-class actors in shaping social cohesion. Empirical evidence shows that integrating alternative sources—such as local archives, oral histories, and multi-perspective case studies—broadens students’ understanding of social cohesion as a historically constructed process formed through interaction and social negotiation rather than as a given condition. These findings underscore that strengthening social cohesion through history education requires a shift from single narratives toward contextual and inclusive instructional design. However, challenges remain in the availability of contextual teaching resources and pedagogical strategies. Overall, the study highlights the importance of systematically designing local history teaching materials aligned with social cohesion theory to enhance the role of history education in fostering national character.
Co-Authors Anis, Madhan Arif Sanjaya, Muhammad Aulia Rahman Junaidi, Teuku Prasetyo, Okhaifi Rahmiati Rosyid MA, Ikhsan Zulida, Evi