<![CDATA[Empathy is one of the key social-emotional skills during adolescence that plays a role in building interpersonal relationships and prosocial behaviour. However, empathy is not a single skill, but rather comprises several dimensions that may develop differently. This study aims to describe the empathy profiles of lower secondary school pupils in Sikka Regency, East Nusa Tenggara, based on Davis’s multidimensional approach using the Interpersonal Reactivity Index (IRI) instrument. This study employed a descriptive quantitative approach, involving 164 lower secondary school pupils who completed the 45-item version of the IRI. The data were analysed using descriptive statistics to obtain an overview of the total empathy scores and those of its four dimensions, namely Perspective Taking, Fantasy, Empathic Concern, and Personal Distress. Hasil penelitian menunjukkan bahwa kategori empati sedang merupakan kategori yang paling dominan (48,2%), diikuti kategori rendah (37,2%) dan tinggi (14,6%). Multidimensional analysis revealed variations across the four dimensions of empathy—namely, Perspective Taking, Fantasy, Empathic Concern and Personal Distress—suggesting that the development of students’ empathy does not proceed uniformly across all its components. The Perspective-Taking dimension falls into the ‘moderate’ category. Empathy is in the ‘low’ category, Empathic Concern is in the ‘low’ category, whilst Personal Distress is in the ‘moderate’ category. These findings suggest that pupils’ empathy profiles need to be understood not only on the basis of their overall empathy scores, but also through the differences in the development of the cognitive and affective components that shape empathic responses.]]>
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