Penguatan Kesehatan Mental Guru dalam Pembelajaran Matematika yang Inklusif dan Bebas Kecemasan di Sekolah Dasar - Ummu Fajariyah Akbari; Ummu Aiman; Uslan Uslan (Jurnal Flobamorata Mengabdi, 2026)
Abstrak: Pembelajaran matematika di sekolah dasar tidak hanya berkaitan dengan kemampuan akademik siswa, tetapi juga dipengaruhi oleh kondisi emosional siswa selama proses belajar. Dalam praktik pembelajaran, guru masih sering menghadapi siswa yang mudah panik, takut terhadap matematika, sulit fokus, menolak mengerjakan tugas, atau menunjukkan perilaku emosional tertentu di kelas. Berdasarkan hasil observasi awal di SD GMIT 07 Oebufu, sebagian guru mengaku belum pernah memperoleh pelatihan terkait kesehatan mental siswa dan masih mengalami kesulitan dalam memberikan respons yang tepat terhadap kondisi emosional siswa selama pembelajaran berlangsung. Oleh karena itu, kegiatan pengabdian ini dilakukan untuk membangun kesadaran kesehatan mental guru sebagai upaya menciptakan pembelajaran matematika yang lebih aman, nyaman, dan bebas kecemasan. Kegiatan melibatkan 21 guru sekolah dasar dan dilaksanakan melalui penyuluhan, pelatihan, serta pendampingan dengan menghadirkan dosen pendidikan matematika dan psikolog perkembangan anak. Data diperoleh melalui angket pre-test dan post-test, observasi, serta diskusi reflektif selama kegiatan berlangsung. Hasil kegiatan menunjukkan adanya peningkatan kesadaran guru terhadap pentingnya kesehatan mental dalam pembelajaran yang dilihat dari peningkatan hasil pre test berada di skor 2,58 dan post test menjadi 3,6. Guru mulai memahami bahwa perilaku siswa tidak selalu merupakan bentuk kenakalan, tetapi dapat berkaitan dengan kondisi emosional dan kecemasan belajar siswa. Guru juga mulai memahami pentingnya memvalidasi emosi siswa, memberikan respons yang lebih tenang dan suportif, serta menghindari pelabelan negatif selama proses pembelajaran matematika berlangsung. Abstract: Mathematics learning in elementary school is not only related to students’ academic abilities but is also influenced by their emotional conditions during the learning process. In classroom practice, teachers still frequently encounter students who panic easily, fear mathematics, have difficulty focusing, refuse to complete assignments, or display certain emotional behaviors. Based on initial observations conducted at SD GMIT 07 Oebufu, several teachers admitted that they had never received training related to students’ mental health and still experienced difficulties in responding appropriately to students’ emotional conditions during learning activities. Therefore, this community service program was conducted to strengthen teachers’ mental health awareness as an effort to create mathematics learning environments that are safer, more comfortable, and free from anxiety. The program involved 21 elementary school teachers and was implemented through educational sessions, training, and mentoring activities involving mathematics education lecturers and a child developmental psychologist. Data were collected through pre-test and post-test questionnaires, observations, and reflective discussions throughout the program. The results showed an improvement in teachers’ awareness of the importance of mental health in learning. Teachers began to understand that students’ behaviors are not always forms of misbehavior but may be related to emotional conditions and learning anxiety. Teachers also became more aware of the importance of validating students’ emotions, providing calmer and more supportive responses, and avoiding negative labeling during mathematics learning activities. Top of Form Bottom of Form This activity demonstrates that strengthening teachers’ mental health awareness can become an important step in supporting mathematics learning that is more inclusive and emotionally safe, particularly in schools that do not yet have counseling services or psychological assistance programs