Social-Emotional Learning and Islamic Character Education: A Systematic Literature Review with Implications for Elementary Schools

Candra Avista Putri (Institut Agama Islam Asy-Syadzili Malang)
Samsul Susilawati (Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia)
Muchammad Jauhari (Institut Agama Islam Asy-Syadzili Malang, Indonesia)
Siti Mariyam (Institut Agama Islam Asy-Syadzili Malang, Indonesia)
Yuni Nur Kayati (Institut Agama Islam Asy-Syadzili Malang, Indonesia)
Sabrina Azzahro (Institut Agama Islam Asy-Syadzili Malang, Indonesia)

Muallimuna : Jurnal Madrasah Ibtidaiyah
Vol 12 No 1 (2026): OKTOBER 2026

This study aims to map and analyze the literature on the relationship between Social-Emotional Learning (SEL) and Islamic character education, especially its relevance to elementary school education. The research uses the Systematic Literature Review (SLR) method by following the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Scopus was searched on 13-19 September for document types article and English language published between 2022 and 2026 that discuss SEL, character education or Islamic values, and basic education. Of 4,191 records identified, 401 were screened, 19 reports were assessed for eligibility, and 18 articles met the inclusion criteria. The articles were analyzed based on research focus, education level, research design, implementation strategy, and Islamic education perspective. The results of the study showed that the integration of SEL and character education was related to positive changes in social-emotional development, prosocial behavior, learning engagement, self-awareness, emotion regulation, responsibility, empathy, cooperation, honesty, and tolerance, although most of the reported effects were modest and long-term evidence was limited. The identified implementation strategies included structured programs, integration in learning and routines, culture-based storytelling, service and extracurricular activities, technology-assisted reflective practices, teacher capacity building, and family and community partnerships. The study also proposes an interpretive mapping between SEL competencies and Islamic values such as muhasabah, sabr, amanah, sidq, rahmah, ta'awun, gratitude, tasamuh, and ukhuwah. However, within the corpus identified by this search strategy, no study empirically evaluated SEL programs integrated with Islamic character education in Islamic elementary schools. Therefore, further research is needed through experimental or quasi-experimental design, longitudinal studies, as well as the development of instruments that cover the social-emotional, moral, and spiritual dimensions.