<![CDATA[This study aims to describe the implementation of social emotional learning (SEL) as a strategy to strengthen the graduate profile dimensions of fourth-grade students at SDN 103 Kota Bengkulu. The shift in Indonesia's Merdeka Curriculum toward a deep learning approach requires strengthening students' attitudes, character, and psychological well-being, not only their cognitVe abilities. This study employed a qualitatVe case study approach. Data were collected through semi-structured interviews with the classroom teacher and the school principal, participatory classroom observation, and documentation of teaching materials and students' work. Data were analyzed using the Miles and Huberman interactVe model, comprising data reduction, data display, and conclusion drawing, with credibility established through source and method triangulation. The findings indicate that the fVe core SEL competencies, namely self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, have been integrated by the teacher into daily classroom routines through emotional check-ins, class agreements, group work, and end-of-lesson reflection. This implementation contributed to strengthening several graduate profile dimensions, particularly communication, collaboration, independence, health (psychological well-being), and critical reasoning. The study also identified supporting factors, such as principal support and a positVe classroom climate, as well as inhibiting factors, including limited instructional time and variation in students' emotional characteristics.]]>
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