PEMBELAJARAN SOSIAL EMOSIONAL DI SEKOLAH DASAR: KAJIAN LITERATUR TENTANG IMPLEMENTASI, DAMPAK, DAN FAKTOR PENENTU KEBERHASILAN
Abstract
Social and emotional learning (SEL) is increasingly regarded as a core component of primary education in Indonesia, yet the evidence on how it is implemented, how large its effects are, and which conditions support success is dispersed and uneven in quality. This structured narrative review synthesizes evidence on (1) forms of SEL implementation in primary schools, (2) its effects on students' social-emotional development, behavior, well-being, and academic achievement, (3) enabling factors and challenges, and (4) implications for classroom practice. Fifteen primary sources published between 2021 and 2026 were analyzed (two meta-analyses, one overview of reviews, six literature or systematic reviews, three qualitative studies, one quasi-experimental study, one experimental study, and one mixed-methods study), twelve of which came from Indonesian journals and authors, complemented by supporting literature. SEL was consistently associated with improvements in social-emotional skills, attitudes, and behavior, and with high well-being indicators, although Indonesian field evidence remains dominated by literature reviews, qualitative studies, and small-scale studies. Evidence for academic achievement was heterogeneous: a meta-analysis dominated by primary-school studies reported a small pooled effect (g = 0.08), whereas narrative syntheses and field studies reported positive directions without comparable effect sizes. Successful implementation was associated with sequenced, active, focused, and explicit (SAFE) practices, teacher understanding and capacity, school leadership and culture, family and facility support, and cultural fit. SEL is relevant to holistic student development but should be implemented as part of the learning ecosystem and evaluated continuously, rather than as an add-on activity or merely a means of raising test scores.
Keywords: social and emotional learning; primary school; implementation; literature review; student well-being
References
Anita, Y., Kenedi, A. K., Putera, R. F., Ladiva, H. B., Qolbi, N., Elpina, & Akmal, A. U. (2024). A flipped classroom learning model based on social and emotional learning to improve the Pancasila student profile values in science and environment learning. Jurnal Penelitian Pendidikan IPA, 10(8), 4510–4518. https://doi.org/10.29303/jppipa.v10i8.8357
Avandra, R., Neviyarni S., & Irdamurni. (2023). Pembelajaran sosial emosional terhadap motivasi belajar peserta didik di sekolah dasar. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 9(2), 5560–5570. https://doi.org/10.36989/didaktik.v9i2.1314
Campbell, M., McKenzie, J. E., Sowden, A., Katikireddi, S. V., Brennan, S. E., Ellis, S., Hartmann-Boyce, J., Ryan, R., Shepperd, S., Thomas, J., Welch, V., & Thomson, H. (2020). Synthesis without meta-analysis (SWiM) in systematic reviews: Reporting guideline. BMJ, 368, l6890. https://doi.org/10.1136/bmj.l6890
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181–1204. https://doi.org/10.1111/cdev.13968
Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL's SEL framework: What are the core competence areas and where are they promoted? CASEL. https://casel.org
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Ginting, R., & Hernawan, A. H. (2024). Social-emotional learning implementation and its impact on student achievement. Inovasi Kurikulum, 21(4), 2383–2394. https://doi.org/10.17509/jik.v21i4.66374
Karmina, S., Dyson, B., & Setyowati, L. (2024). Teachers' perspectives on implementing cooperative learning to promote social and emotional learning. Cakrawala Pendidikan, 43(2), 470–479. https://doi.org/10.21831/cp.v43i2.68447
Kementerian Pendidikan Dasar dan Menengah. (2025). Pembelajaran mendalam menuju pendidikan bermutu untuk semua [Naskah akademik]. Kemendikdasmen.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2023). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 46 Tahun 2023 tentang Pencegahan dan Penanganan Kekerasan di Lingkungan Satuan Pendidikan. Kemendikbudristek.
Lestari, S., & Azizah, N. N. (2023). The implementation of social emotional learning approach in elementary school. Jurnal Prima Edukasia, 11(2), 266–275. https://doi.org/10.21831/jpe.v11i2.62179
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
Mardotilla, Y., Hapsari, R. D., & Amanta, A. N. (2024). The impact of social-emotional learning on academic achievement in elementary schools. International Journal of Educational Research, 1(1), 20–25. https://doi.org/10.62951/ijer.v1i1.14
Marinda, S. M., Harapan, M. A. M., Widodo, Marsambas, & Nurfazri, M. (2025). Implementing SEL programs to enhance academic and socio-emotional competencies in elementary schools: A systematic literature review. Khazanah Pendidikan Islam, 7(1), 90–105. https://doi.org/10.15575/kpi.v7i1.45653
Nengsih, A. A., Agusdianita, N., & Oktariya, B. (2024). Analisis kesulitan guru kelas dalam menerapkan 5 unsur KSE (kompetensi sosial emosional) pada saat proses pembelajaran di kelas VI SDN 20 Kota Bengkulu. SHEs: Conference Series, 7(3), 273–282. https://jurnal.uns.ac.id/shes
Nurfauziah, A., Nasrudin, M. H., Bafaqih, A. A., & Wahyuningsih, Y. (2025). Systematic literature review: Analisis implementasi social emotional learning (SEL) pada proses pembelajaran di sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4), 303–331. https://doi.org/10.23969/jp.v10i04.35706
Oktoriyadi, Aunurrahman, Sulistyarini, Hartoyo, A., & Yani T., A. (2026). Systematic literature reviews: The effectiveness of social-emotional learning interventions for elementary school students and teachers. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 13(1), 1–17. https://doi.org/10.30997/jtdik.v13i1.22073
Oliveira, S., Roberto, M. S., Pereira, N. S., Marques-Pinto, A., & Veiga-Simão, A. M. (2021). Impacts of social and emotional learning interventions for teachers on teachers' outcomes: A systematic review with meta-analysis. Frontiers in Psychology, 12, Article 677217. https://doi.org/10.3389/fpsyg.2021.677217
Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (Volume III): What school life means for students' lives. OECD Publishing. https://doi.org/10.1787/acd78851-en
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pratiwi, M. M. A., Fatmahanik, U., & Nugraheni, Z. (2024). Integrating social-emotional learning (SEL) in primary education: A systematic literature review. Proceeding of Annual International Conference on Islamic Education and Language (AICIEL), 219–236.
Sofiawati, E. T., Cahyadireja, A., Aonudin, A., & Ula, N. N. (2025). Optimizing social emotional learning (SEL) in elementary school learning to strengthen students' character and psychological well-being. Jurnal Iqra': Kajian Ilmu Pendidikan, 10(3), 197–212. https://doi.org/10.25217/ji.v10i3.6785
Widyaningrum, A., Hastomo, A., & Wuryandani, W. (2026). The effectiveness of social-emotional learning (SEL) on collaboration and teamwork skills among elementary school students. Jurnal Ilmiah Sekolah Dasar, 10(1), 1–12. https://doi.org/10.23887/jisd.v10i1.106756
Wigelsworth, M., Verity, L., Mason, C., Qualter, P., & Humphrey, N. (2022). Social and emotional learning in primary schools: A review of the current state of evidence. British Journal of Educational Psychology, 92(3), 898–924. https://doi.org/10.1111/bjep.12480
Zhao, Y., & Sang, B. (2025). The effect of social–emotional learning programs on elementary and middle school students' academic achievement: A meta-analytic review. Behavioral Sciences, 15(11), 1527. https://doi.org/10.3390/bs15111527
