Eksplorasi Praktik Guru dalam Mengelola Emosi Anak Usia Dini: Studi Kasus - Yuliana Nurhayati; Novi Suma Setyawati (Jurnal Riset Pendidikan Guru Paud, 2026)
Abstrak. Pengelolaan emosi merupakan fondasi penting bagi perkembangan sosial-emosional anak usia dini. Namun, praktik nyata guru PAUD di Indonesia masih jarang dieksplorasi secara mendalam. Artikel ini bertujuan mengeksplorasi praktik guru dalam mengelola emosi anak berdasarkan perspektif Social and Emotional Learning (SEL). Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di PAUD Terpadu Aisyiyah Bustanul Athfal 43 Banjarmasin. Partisipan adalah kepala sekolah dan satu guru kelas, dipilih secara purposif. Data dikumpulkan melalui wawancara semi-terstruktur dan observasi partisipan, lalu dianalisis secara tematik. Hasil penelitian menunjukkan tiga strategi utama guru: (1) pengenalan emosi melalui observasi ekspresi nonverbal dan verbalisasi perasaan; (2) respons emosional berupa co-regulation dan pengalihan perhatian; (3) pembimbingan emosi berkelanjutan melalui refleksi harian dan pendekatan spiritual berbasis cerita Islami. Studi ini menyimpulkan bahwa praktik pengelolaan emosi yang efektif bersifat holistik, mengintegrasikan aspek pedagogis, afektif, dan nilai lokal-keagamaan. Abstract. Emotional regulation is a crucial foundation for the social-emotional development of young children. However, the actual practices of early childhood education (PAUD) teachers in Indonesia have rarely been explored in depth. This article aims to explore teachers’ practices in managing children’s emotions from the perspective of Social and Emotional Learning (SEL). The study employed a qualitative approach using a case study design at the Aisyiyah Bustanul Athfal 43 Integrated Early Childhood Education Center in Banjarmasin. Participants included the school principal and one classroom teacher, selected through purposive sampling. Data were collected via semi-structured interviews and participant observation, then analyzed thematically. The results revealed three main teacher strategies: (1) identifying emotions through observation of nonverbal expressions and verbalization of feelings; (2) emotional responses involving co-regulation and redirection of attention; (3) continuous emotional guidance through daily reflection and a spiritual approach based on Islamic stories. This study concludes that effective emotion management practices are holistic, integrating pedagogical, affective, and local-religious value aspects.