Implementasi Socio-Emotional Learning dalam Pembentukan Karakter Siswa di Sekolah Luar Biasa

Indra Fajar Septiana

doi:10.30999/mugu.v2i1.4105

Authors

Indra Fajar Septiana Universitas Islam Nusantara, Indonesia

DOI:

https://doi.org/10.30999/mugu.v2i1.4105

Keywords:

karakter, pendidikan luar biasa, socio-emotional learning, strategi guru

Abstract

Socio-Emotional Learning (SEL) berperan penting dalam mendukung pembentukan karakter peserta didik, termasuk pada pendidikan khusus. Namun, penelitian mengenai implementasi SEL di Sekolah Luar Biasa (SLB) masih didominasi oleh kajian yang berfokus pada efektivitas program, sementara praktik pedagogis guru dalam mengintegrasikan kompetensi sosial-emosional ke dalam pembelajaran belum banyak dieksplorasi. Penelitian ini bertujuan menganalisis implementasi Socio-Emotional Learning dalam membangun karakter peserta didik di SLB. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi terhadap tiga guru SLB, kemudian dianalisis menggunakan model analisis interaktif. Hasil penelitian menunjukkan bahwa implementasi SEL berlangsung melalui tiga tahapan utama, yaitu pembangunan kesiapan emosional, pelaksanaan pembelajaran yang adaptif, serta refleksi untuk memperkuat pembentukan karakter. Guru mengintegrasikan kompetensi sosial-emosional ke dalam interaksi pembelajaran melalui relasi yang suportif, penyesuaian strategi belajar sesuai kebutuhan peserta didik, dan penguatan perilaku prososial. Implementasi tersebut berkontribusi terhadap berkembangnya kemampuan mengelola emosi, empati, kerja sama, tanggung jawab, dan perilaku prososial peserta didik. Penelitian ini menegaskan bahwa SEL merupakan kerangka pedagogis yang mendukung integrasi tujuan akademik dan pembentukan karakter dalam pendidikan khusus serta memperluas pemahaman mengenai implementasi SEL pada pembelajaran di SLB.

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