Social Emotional Learning to Improve Collaboration and Questioning Skills in Elementary Schools
Article Sidebar
Main Article Content
Abstract
This study investigates the impact of social-emotional learning (SEL) on enhancing collaboration and questioning skills in elementary school students. The research focuses explicitly on 31 first-grade students in Palembang. Employing a classroom action research methodology, the study is structured into two cycles, each comprising planning, implementation, observation, and reflection stages. Data collection involved both observational techniques and testing. The results indicate marked improvements in collaboration and questioning skills across three phases: pre-cycle, cycle I, and cycle II. A 19% increase in questioning abilities was observed from the pre-cycle to cycle I, followed by an impressive 33% increase from cycle I to cycle II. This progression illustrates that while students are making commendable strides in developing their questioning skills, they still benefit from targeted guidance from educators to refine the substance of their inquiries. Regarding collaboration skills, applying SEL resulted in a noteworthy 25% enhancement from the pre-cycle to cycle I and a further 42% improvement from cycle I to cycle II. These findings underscore a significant advancement in students' capacities for teamwork, responsibility, and constructive feedback within group dynamics. Overall, the insights gained from this study highlight the effectiveness of implementing social-emotional learning in enriching the educational experience and fostering collaboration and questioning skills among elementary school students.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in this journal retain full copyright and can publish their work under a Creative Commons Attribution-ShareAlike 4.0 International License, which allows others to share and adapt the work with proper attribution to the authors and a link to the license. Authors may also enter into separate, non-exclusive distribution agreements, such as posting to institutional repositories or publishing in books, with acknowledgment of the original publication. Additionally, authors are encouraged to share their work online to increase citations. The journal allows third parties to share and adapt the work with appropriate credit, a link to the license, and an indication of changes made. For more information on Open Access, see The Effect of Open Access.
References
Ahmad, S. (2018). Improving the Collaboration Ability of Class XI Al-Qodir Islamic High School Students Using the TPS Model. Simki-Techsain, Vol. 02 No. 01 of 2018 (Vol.02 No.01 of 2018). http://simki.unpkediri.ac.id/detail/14.1.01.06.0009
Anantyarta, P., & Sari, R. L. I. (2017). Collaborative and Metacognitive Skills Through Multimedia-Based Means Ends Analysis. Biome: Journal of Biology and Biology Learning, 2(2), Article 2. https://doi.org/10.32528/bioma.v2i2.821
Apriono, D. (2013). Collaborative learning: A foundation for building togetherness and skills. Graduated, 17(1)
Arif, M. (2016). Improving the Ability to Ask Questions Through the Active Debate Method of Students in Grade VIII D SMP N 2 Banguntapan Bantul. E-Journal of Thesis of Educational Technology Study Program, 5(5), 62–74.
Astuti, M. S. (2015). Improvement of questioning skills and learning outcomes of grade 2 students of SDN Slungkep 03 using the Discovery Learning model. Scholaria: Journal of Education and Culture, 5(1), 10-23. https://doi.org/10.24246/j.scholaria.2015.v5.i1.p10-23
Avandra, R., & Neviyarni, S. (2023). Social-emotional learning on students' learning motivation in elementary school. Didactic: Scientific Journal of PGSD STKIP Subang, 9(2), 5560-5570. https://doi.org/10.36989/didaktik.v9i2.1314
Bukit, S., Ariastika, D., Noviati, Y., & Lubis, Y. (2023). Snowball Throwing Learning Model in Cultivating Elementary School Students' Questioning Skills: A Review. Corner Journal of Education, Linguistics, and Literature (JCELL), 2(4), 343–351. https://doi.org/https://doi.org/10.54012/jcell.v2i4.145
Catalano, R. F., Berglung, M. L., Ryan, J.M., J.M., Lonczak, H. S., & Hawkins, J. D. (2002). Positive youth development in the United States: Research findings on evaluating positive youth development programs. Prevention & Treatment, 5(1) June, Article 15. Accessed from http://journals.apa.org/prevention/volume5/pre0050015a.html
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2012). 2013 CASEL guide: Effective social and emotional learning programs— Preschool and elementary school edition. Chicago: Author
Coskun, K. (2019). Evaluation of social-emotional learning (SEL) activities on self-regulation skills in elementary school children. Evaluation, 4, 14-2019.
Da Fonte, M. A., & Barton-Arwood, S. M. (2017). General and Special Education Teacher Collaboration: Perspectives and Strategies. Intervention in Schools and Clinics, 53(2), 99–106. https://doi.org/10.1177/1053451217693370
Davis, K., Bos, J. A., & Meas, P. (2018). Playing in a Virtual Sandbox: Student Collaborative Practice in Minecraft. International Journal of Game-Based Learning, 8(3), 56–76.https://doi.org/10.4018/IJGBL.2018070104
Dobia, B., Arthur, L., Jennings, P., Khlentzos, D., Parada, R., Roffey, S., & Sheinman, N. (2020). In the implementation of social and emotional learning. In N. Chatterjee Singh, & A. Duraiappah (eds.), Rethinking learning: A review of social and emotional learning for the education system (pp. 155–186).
Domitrovich, C., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An important factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739
Dooley, K., & Sexton-Finck, L. (2017). Focus on collaboration: Fostering the teamwork skills of Australian screen production students. Journal of Teaching and Learning for Graduate Employability, 8(1), 74–105. https://doi.org/10.21153/jtlge2017vol8no1art642
Gimbert, B. G., Miller, D., Herman, E., Breedlove, M., & Molina, C. E. (2023). Social Emotional Learning in Schools: The Importance of Educator Competence. Journal of Research on Leadership Education, 18(1), 3–39. https://doi.org/10.1177/19427751211014920
Greenberg, M., Domitrovich, C., & Bumbarger, B. (2001). Prevention of mental disorders in school-age children: Current state of the field. Prevention & Treatment, 4(1), 1–62. Accessed from http://journals.apa.org/prevention/volume4/pre0040001a.html
Greenhill, V. (2010). 21st Century Knowledge and Skills in Educator Preparation. In Partnership for 21st Century Skills. Partnership for 21st Century Skills. https://eric.ed.gov/?id=ED519336
Jacques, L. A., Cian, H., Herro, D. C., & Quigley, C. (2020). The impact of questioning techniques on STEAM instruction. Action in Teacher Education, 42(3), 290–308. https://doi.org/10.1080/01626620.2019.1638848
Kundariati, M., Latifah, A., Laili, M., & Susilo, H. (2020). Improving Collaboration Skills and Digital Literacy Through Lesson Study-Based Biology Learning for S1 Biology Education Students, State University of Malang
Mardiyani, M. (2020). Efforts to Improve Learning Achievement in Islamic Religious Education by Implementing a Collaborative Teaching Model in Grade VI Students of SD Negeri 101731 Kp. Lalang Kec. Sunggal Academic Year 2015/2016. Journal Of Education And Teaching Learning (JETL), 2(1), 38-46. https://doi.org/10.51178/jetl.v2i1.54
Mart A. K., Weissberg R. P., Kendziora K. (2017). Systemic support for social and emotional learning in school districts. In Durlak J. A., Domitrovich C. E., Weissberg R. P., Gullotta T. P. (Eds.), Handbook of social and emotional learning: Research and practice (pp. 482–499). Guilford
Pamungkas, A. D., Rusmawati, R. D., & Harwanto, H. (2023). The Effect of Social-Emotional Learning versus Conventional and Motivation on the Learning Outcomes of Chemistry Mapel Students in Class X at SMA Negeri 20 Surabaya. EDUCATASIAN: Journal of Education and Learning, 4(2), 1555-1562. https://doi.org/10.62775/edukasia.v4i2.453
Pratiwi, I. H., Putri, S. M., Rahmawati, S. D., & Puspitasari, Y. P. (2024). Optimizing the Character Formation of Elementary School Students Through Social Emotional Learning (Cell) Learning. Merdeka: Multidisciplinary Scientific Journal, 1(3), 65-71.
Rahayuningsih, A., & Janattaka, N. (2019). Analysis of Students' Questioning Skills for Thematic Subjects Theme 8 Subtheme 3 Class V SDN 2 Mojoarum. INVENTA: Journal of Elementary School Teacher Education, 3(2), 158-169.
Raimundo, R., Marques‐Pinto, A., & Lima, ML (2013). The Influence of Social-Emotional Learning Programs on Elementary School Children: The Role of Student Characteristics. Psychology in Schools, 50(2), 165-180.
Saenab, S., Yunus, S. R., & Husain, H. (2019). The Effect of the Use of Project Based Learning Model on the Collaboration Skills of Science Education Students. Biocell: Biology Science and Education, 8(1), 29. https://doi.org/10.33477/bs.v8i1.844
Sklad, M., Elfrink, T.R., Schreurs, K.M.G., Bohlmeiher, E.T., & Clarke, A.M. (2018). The effectiveness of an intervention that adopts a whole-school approach to improving social and emotional development: A meta-analysis. European Journal of Educational Psychology, 34, 755–782. https://doi.org/10.1007/s10212-018-0406-9
Sunata, Y., Hakim, R., Fahrudin, F., & Mayar, F. (2020). The use of group resume strategies to improve questioning skills and student learning outcomes in elementary school. Journal of Basicedu, 4(1), 44-50. https://doi.org/10.31004/basicedu.v4i1.286
Tuti, K. N., & Mawardi, M. (2019). Improving Collaboration Skills and Student Learning Outcomes by applying the Teams Games Tournament Model in Grade 4 Students of SD Negeri 05 Angan Tembawang. Journal of Basicedu, 3(2), 320–325. https://doi.org/10.31004/basicedu.v3i2.9
Ulhusna, M., Putri, S. D., & Zakirman, Z. (2020). Ludo Games to Improve Students' Collaboration Skills in Mathematics Learning. International Journal of Elementary Education, 4(2), 130–137. https://doi.org/10.23887/ijee.v4i2.23050
Wilson, S.J., & Lipsey, M.W. (2007). School-based interventions for aggressive and disruptive behavior: An update of the meta-analysis. American Journal of Preventive Medicine, 33(2), 130 – 143
Zins, JE (2004). Building academic success on social and emotional learning: What does the research say?. Press of Teacher College.