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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "meta-analysis of social-emotional learning" : 1 Documents clear
Meta-Analysis of Social-Emotional Learning (SEL) Interventions in Primary Schools Edwin Edwin; Josiharu Edmund Franky; Albert Djohanes; Togap Parlindungan Simanjuntak; Sachiko Takahi
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1784-1808

Abstract

Universal social-emotional learning (SEL) is widely implemented in primary schools, yet reported effects range from negligible to implausibly large, and syntheses that separate methodological quality from true intervention effects remain scarce. This meta-analysis aimed to estimate the effect of universal, school-based SEL interventions, relative to conventional schooling, on primary-school children's social-emotional competence, and to test how that estimate depends on study design, risk of bias, and small-study effects. Following PRISMA 2020, 4,043 records were identified from Scopus (2016–2025), 882 reports were screened at title and abstract, and 93 full texts were assessed for eligibility; 18 studies met the inclusion criteria (15 controlled between-group and three single-group pre-post designs), representing roughly 11,900 pupils across 13 countries. Study quality was appraised with ROBINS-I, and effect sizes (Hedges' g) were pooled with random-effects models using the DerSimonian-Laird, REML, and Paule-Mandel estimators with Hartung-Knapp confidence intervals, complemented by meta-regression, influence diagnostics, and trim-and-fill. The naïve pooled estimate was large (g = 0.89) but extremely heterogeneous and driven by three higher-risk outliers; after excluding them, the effect stabilized at a moderate g of 0.53 under DerSimonian–Laird and 0.55 under REML and Paule–Mandel, falling to g = 0.18 when restricted to lower-risk studies. At the same time, small-study bias persisted after outlier removal. We conclude that universal SEL interventions are associated with a genuine but modest-to-moderate improvement in social-emotional competence (credible g = 0.53; conservative low-risk g = 0.18) when judged by adequately controlled, lower-risk designs, whereas the broader literature overstates effectiveness because underpowered, higher-risk studies exert disproportionate influence. Keywords: social-emotional learning, primary school, meta-analysis, effect size, risk of bias.

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