Research Article
Social Emotional Learning in Elementary School: Implementation and Challenges
@INPROCEEDINGS{10.4108/eai.11-12-2024.2360398, author={Aditya Dyah Puspitasari and Priyono Tri Febrianto and Ade Cyntia Pritasari and Fatimah Azzahra and Julia Ayu Puspita}, title={Social Emotional Learning in Elementary School: Implementation and Challenges }, proceedings={Proceedings of the 4th International Conference of Humanities and Social Science, ICHSS 2024, 11 December 2024, Surakarta, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ICHSS}, year={2025}, month={12}, keywords={challenges elementary school implementation social emotional learning}, doi={10.4108/eai.11-12-2024.2360398} }- Aditya Dyah Puspitasari
Priyono Tri Febrianto
Ade Cyntia Pritasari
Fatimah Azzahra
Julia Ayu Puspita
Year: 2025
Social Emotional Learning in Elementary School: Implementation and Challenges
ICHSS
EAI
DOI: 10.4108/eai.11-12-2024.2360398
Abstract
Social emotional learning needs to be implemented in every stage of learning activities in the classroom, especially in elementary schools. This study describes (1) teachers' perceptions of social emotional learning, (2) implementation, and (3) barriers to implementation of social emotional learning. This study used descriptive quantitative method with survey technique involving 93 elementary school teachers in Madura Island area. The data collection technique used a questionnaire. The findings of this study show that: (1) teachers have a good perception of social emotional learning in elementary schools based on a survey of 70.86%. (2) the implementation of social emotional learning obtained 62.80% with sufficient category (3) during the process of implementing social emotional learning teachers have high challenges of 70.22%. The results obtained indicate that social emotional learning can and has been implemented in elementary schools with high challenges during the implementation process.
