IMPLEMENTASI PEMBELAJARAN BERBASIS SOSIAL EMOSIONAL PADA MATA PELAJARAN AQIDAH AKHLAK DALAM MENUMBUHKAN KARAKTER PEDULI LINGKUNGAN
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Abstract
Karakter peduli lingkungan merupakan penanaman nilai moral, agar siswa dapat memahami sekaligus menerapkan peduli lingkungan seperti membuang sampah pada tempatnya, melakukan penghijauan dengan menanam pohon sehingga dengan hal tersebut siswa dapat membentuk kepribadian peduli lingkungan. Penerapan pendidikan ini bukan hanya berbasis pada pemahaman secara kognitif tetapi juga secara sosial emosional (afektif) dan juga penerapan yang dilakukan baik di dalam lingkungan sekolah maupun di luar sekolah (psikomotorik). Penelitian ini menggunakan penelitian kualitatif, penelitian yang berlokasi di MIN 1 INHU. Para informan dalam penelitian ini menggunakan teknik purposive sampling, yaitu mengambil informan dengan pertimbangan tertentu, diantaranya 4 informan yang terdiri dari 1 guru dan 3 siswa. Hasil penelitian menggambarkan bahwa pembelajaran sosial emosional yang dilakukan secara efektif menumbuhkan karakter peduli lingkungan disekolah. Pembelajaran sosial emosional penting untuk diterapkan setiap jenjang pendidikan.
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D. Purnomo and M. Habibi, “IMPLEMENTASI PEMBELAJARAN BERBASIS SOSIAL EMOSIONAL PADA MATA PELAJARAN AQIDAH AKHLAK DALAM MENUMBUHKAN KARAKTER PEDULI LINGKUNGAN”, JURNAL EDUCATION AND DEVELOPMENT, vol. 13, no. 1, pp. 162-167, May 2025.
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References
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Arja, U. B., Sarwanto, & Rintayati, P. (2020). The effect of adiwiyata-based textbooks on fifth grade elementary school students in implementing environmental care behaviors. ACM International Conference Proceeding Series, 0–3. https://doi.org/10.1145/3452144.3453778
Arslan, S. (2015). Educational Research and Reviews Social Emotional Learning and Educational Stress: A Predictive Model. 10(2), 184–190. https://doi.org/10.5897/ERR2014.1936
Arslan, S., & Demirtas, Z. (2016). Social emotional learning and critical thinking disposition. Studia Psychologica, 58(4), 276–285. https://doi.org/10.21909/sp.2016.04.723
Banerjee, R., Weare, K., & Farr, W. (2014). Working with “Social and Emotional Aspects of Learning” (SEAL): Associations with school ethos, pupil social experiences, attendance, and attainment. British Educational Research Journal, 40(4), 718–742. https://doi.org/10.1002/berj.3114
Bilgiler, S., Dergisi, E. A., Husen, A., Rudi Casmana, A., Hasan, R. O., & Erfinda, Y. (2022). Journal of Social Studies Education Research Implementation of Teaching Character Education, Particularly in Environmental Care Value, in Labschool Jakarta. Journal of Social Studies Education Research, 2022(13), 225–249. www.jsser.org
Blewitt, C., O’Connor, A., Morris, H., May, T., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2021). A systematic review of targeted social and emotional learning interventions in early childhood education and care settings. Early Child Development and Care, 191(14), 2159–2187. https://doi.org/10.1080/03004430.2019.1702037
Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent latino ELLs: A study of the culturally adapted Strong Teens program. School Psychology Quarterly, 29(4), 567–577. https://doi.org/10.1037/spq0000055
Cejudo, J., Losada, L., & Feltrero, R. (2020). Promoting social and emotional learning and subjective well‐being: Impact of the “aislados” intervention program in adolescents. International Journal of Environmental Research and Public Health, 17(2). https://doi.org/10.3390/ijerph17020609
Coelho, V., Sousa, V., & Figueira, A. P. (2014). O impacto de um programa escolar de Aprendizagem Socioemocional sobre o autoconceito de alunos de 3° ciclo. Revista de Psicodidactica, 19(2), 347–366. https://doi.org/10.1387/RevPsicodidact.10714
Daley, S. G., & McCarthy, M. F. (2021). Students With Disabilities in Social and Emotional Learning Interventions: A Systematic Review. Remedial and Special Education, 42(6), 384–397. https://doi.org/10.1177/0741932520964917
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
Fadjarajani, S., & As’ari, R. (2021). Ecopedagogy based learning as an effort to increase student ecoliteration and the development of environmental care characters. IOP Conference Series: Earth and Environmental Science, 683(1). https://doi.org/10.1088/1755-1315/683/1/012046
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: A Multilevel Heuristic Model. Educational Psychology Review, 26(1), 165–189. https://doi.org/10.1007/s10648-014-9253-7
Hayashi, A., Liew, J., Aguilar, S. D., Nyanamba, J. M., & Zhao, Y. (2022). Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts. Early Education and Development, 33(5), 746–763. https://doi.org/10.1080/10409289.2021.2024062
Jones, S. M., Bailey, R., & Jacob, R. (2014). Social-emotional learning is essential to classroom management. Phi Delta Kappan, 96(2), 19–24. https://doi.org/10.1177/0031721714553405
Katherine M. Zinsser, Elizabeth A. Shewark, S. A. D. and T. W. C. (2009). A Mixed-Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support. Infant and Child Development, 18(6), 238–254. https://doi.org/10.1002/icd
Khilmiyah, A., & Wiyono, G. (2021). Emotional and social intelligence assessment model for student character reinforcement. International Journal of Educational Management, 35(4), 789–802. https://doi.org/10.1108/IJEM-02-2020-0046
Kim, D., Lim, J. H., & An, J. (2022). The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. PLoS ONE, 17(6 June), 1–18. https://doi.org/10.1371/journal.pone.0269996
Lang, S. N., Jeon, L., Sproat, E. B., Brothers, B. E., & Buettner, C. K. (2020). Social Emotional Learning for Teachers (SELF-T): A Short-term, Online Intervention to Increase Early Childhood Educators’ Resilience. Early Education and Development, 31(7), 1112–1132. https://doi.org/10.1080/10409289.2020.1749820
Mashburn, A. J., Downer, J. T., Rivers, S. E., Brackett, M. A., & Martinez, A. (2014). Improving the Power of an Efficacy Study of a Social and Emotional Learning Program: Application of Generalizability Theory to the Measurement of Classroom-Level Outcomes. Prevention Science, 15(2), 146–155. https://doi.org/10.1007/s11121-012-0357-3
Masykuroh, K., Yetti, E., Nurani, Y., & Rahmawati, Y. (2024). Teaching Environmental Literacy in Early Childhood Education to Improve the Character of Environmental Care. Educational Administration: Theory and Practice, 30(1), 84–99. https://doi.org/10.52152/kuey.v30i1.706
McGovern, G., Pinetta, B. J., Montoro, J. M., Channey, J., Rosario-Ramos, E., & Rivas-Drake, D. (2023). Stretching towards social justice: A case study of transformative social and emotional learning (SEL). Social and Emotional Learning: Research, Practice, and Policy, 2(November), 100018. https://doi.org/10.1016/j.sel.2023.100018
Muflihaini, M. A., & Suhartini. (2019). Implementation of environmental care character education value on biology subject through adiwiyata. Journal of Physics: Conference Series, 1241(1). https://doi.org/10.1088/1742-6596/1241/1/012028
Muharlisiani, L. T., Soesatyo, Y., Karwanto, Khamidi, A., Noerhartati, E., Karjati, P. D., Dewira, R. F., & Setyowati, S. (2019). Environmental care imaging: Basic school students through character education by information communication technology (ICT) based learning. International Journal of Innovation, Creativity and Change, 9(11), 128–136.
Nusantari, E. (2020). Effectiveness of environmentally-based science learning towards environmentally-friendly character of students in coastal area. International Journal of Instruction, 13(3), 233–246. https://doi.org/10.29333/iji.2020.13316a
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(July), 1–19. https://doi.org/10.3389/fpsyg.2021.677217
Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179–185. https://doi.org/10.1111/j.1746-1561.2000.tb06468.x
Ramli, S., Novanda, R., Sobri, M., Triani, E., & Septi, S. E. (2022). The Effect of Student Responses on Environmental Care Characters and Student Learning Outcomes. Eurasian Journal of Educational Research, 2022(99), 112–126. https://doi.org/10.14689/ejer.2022.99.007
Ruslan, Mudjia Rahardjo, Agus Maimun, & Rahinah Ibrahim. (2024). Environmental Care: the Strengthening Character Education Through Islamic Religious Education (Ire) Development. Penamas, 37(1), 116–130. https://doi.org/10.31330/penamas.v37i1.791
Sadat, A., Hastuti, Sa’Ban, L. M. A., Suherman, L. O. A., Bahari, S., Ibrahim, T., & Zainal, M. (2019). Internalization characters of environmental care and disaster response through care partner schools. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012125
Schonfeld, D. J., Adams, R. E., Fredstrom, B. K., Weissberg, R. P., Gilman, R., Voyce, C., Tomlin, R., & Speese-Linehan, D. (2015). Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning. School Psychology Quarterly, 30(3), 406–420. https://doi.org/10.1037/spq0000099
Sugiono. (2015). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). ALFABETA, cv.
Susanne A. Denham, Hideko H. Bassett, K. Z. and T. M. W. (2014). How Preschoolers’ Social–Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments. Infant and Child Development, 18(6), 238–254. https://doi.org/10.1002/icd
Teguh Prihartono, A., Azhar, A., Danhas, Y., Rusdinal, & Syah, N. (2019). Implementation strategy character building of care and environmental culture in school. IOP Conference Series: Earth and Environmental Science, 314(1). https://doi.org/10.1088/1755-1315/314/1/012052
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
Yusuf, A. M. (2017). Metode Penelitian Kuantitatif, Kualitatif & Penelitian Gabungan. In Kencana (p. 480).
Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2–3), 233–255. https://doi.org/10.1080/10474410701413152
Amilda, Bujuri, D. A., Uyun, M., Nasrudin, D., & Junaidah. (2023). Patterns of Character Education for Vocational School Students through Non-Academic Programs: Paradigm and Implementation. International Journal of Learning, Teaching and Educational Research, 22(4), 459–477. https://doi.org/10.26803/ijlter.22.4.25
Arja, U. B., Sarwanto, & Rintayati, P. (2020). The effect of adiwiyata-based textbooks on fifth grade elementary school students in implementing environmental care behaviors. ACM International Conference Proceeding Series, 0–3. https://doi.org/10.1145/3452144.3453778
Arslan, S. (2015). Educational Research and Reviews Social Emotional Learning and Educational Stress: A Predictive Model. 10(2), 184–190. https://doi.org/10.5897/ERR2014.1936
Arslan, S., & Demirtas, Z. (2016). Social emotional learning and critical thinking disposition. Studia Psychologica, 58(4), 276–285. https://doi.org/10.21909/sp.2016.04.723
Banerjee, R., Weare, K., & Farr, W. (2014). Working with “Social and Emotional Aspects of Learning” (SEAL): Associations with school ethos, pupil social experiences, attendance, and attainment. British Educational Research Journal, 40(4), 718–742. https://doi.org/10.1002/berj.3114
Bilgiler, S., Dergisi, E. A., Husen, A., Rudi Casmana, A., Hasan, R. O., & Erfinda, Y. (2022). Journal of Social Studies Education Research Implementation of Teaching Character Education, Particularly in Environmental Care Value, in Labschool Jakarta. Journal of Social Studies Education Research, 2022(13), 225–249. www.jsser.org
Blewitt, C., O’Connor, A., Morris, H., May, T., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2021). A systematic review of targeted social and emotional learning interventions in early childhood education and care settings. Early Child Development and Care, 191(14), 2159–2187. https://doi.org/10.1080/03004430.2019.1702037
Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent latino ELLs: A study of the culturally adapted Strong Teens program. School Psychology Quarterly, 29(4), 567–577. https://doi.org/10.1037/spq0000055
Cejudo, J., Losada, L., & Feltrero, R. (2020). Promoting social and emotional learning and subjective well‐being: Impact of the “aislados” intervention program in adolescents. International Journal of Environmental Research and Public Health, 17(2). https://doi.org/10.3390/ijerph17020609
Coelho, V., Sousa, V., & Figueira, A. P. (2014). O impacto de um programa escolar de Aprendizagem Socioemocional sobre o autoconceito de alunos de 3° ciclo. Revista de Psicodidactica, 19(2), 347–366. https://doi.org/10.1387/RevPsicodidact.10714
Daley, S. G., & McCarthy, M. F. (2021). Students With Disabilities in Social and Emotional Learning Interventions: A Systematic Review. Remedial and Special Education, 42(6), 384–397. https://doi.org/10.1177/0741932520964917
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
Fadjarajani, S., & As’ari, R. (2021). Ecopedagogy based learning as an effort to increase student ecoliteration and the development of environmental care characters. IOP Conference Series: Earth and Environmental Science, 683(1). https://doi.org/10.1088/1755-1315/683/1/012046
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: A Multilevel Heuristic Model. Educational Psychology Review, 26(1), 165–189. https://doi.org/10.1007/s10648-014-9253-7
Hayashi, A., Liew, J., Aguilar, S. D., Nyanamba, J. M., & Zhao, Y. (2022). Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts. Early Education and Development, 33(5), 746–763. https://doi.org/10.1080/10409289.2021.2024062
Jones, S. M., Bailey, R., & Jacob, R. (2014). Social-emotional learning is essential to classroom management. Phi Delta Kappan, 96(2), 19–24. https://doi.org/10.1177/0031721714553405
Katherine M. Zinsser, Elizabeth A. Shewark, S. A. D. and T. W. C. (2009). A Mixed-Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support. Infant and Child Development, 18(6), 238–254. https://doi.org/10.1002/icd
Khilmiyah, A., & Wiyono, G. (2021). Emotional and social intelligence assessment model for student character reinforcement. International Journal of Educational Management, 35(4), 789–802. https://doi.org/10.1108/IJEM-02-2020-0046
Kim, D., Lim, J. H., & An, J. (2022). The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. PLoS ONE, 17(6 June), 1–18. https://doi.org/10.1371/journal.pone.0269996
Lang, S. N., Jeon, L., Sproat, E. B., Brothers, B. E., & Buettner, C. K. (2020). Social Emotional Learning for Teachers (SELF-T): A Short-term, Online Intervention to Increase Early Childhood Educators’ Resilience. Early Education and Development, 31(7), 1112–1132. https://doi.org/10.1080/10409289.2020.1749820
Mashburn, A. J., Downer, J. T., Rivers, S. E., Brackett, M. A., & Martinez, A. (2014). Improving the Power of an Efficacy Study of a Social and Emotional Learning Program: Application of Generalizability Theory to the Measurement of Classroom-Level Outcomes. Prevention Science, 15(2), 146–155. https://doi.org/10.1007/s11121-012-0357-3
Masykuroh, K., Yetti, E., Nurani, Y., & Rahmawati, Y. (2024). Teaching Environmental Literacy in Early Childhood Education to Improve the Character of Environmental Care. Educational Administration: Theory and Practice, 30(1), 84–99. https://doi.org/10.52152/kuey.v30i1.706
McGovern, G., Pinetta, B. J., Montoro, J. M., Channey, J., Rosario-Ramos, E., & Rivas-Drake, D. (2023). Stretching towards social justice: A case study of transformative social and emotional learning (SEL). Social and Emotional Learning: Research, Practice, and Policy, 2(November), 100018. https://doi.org/10.1016/j.sel.2023.100018
Muflihaini, M. A., & Suhartini. (2019). Implementation of environmental care character education value on biology subject through adiwiyata. Journal of Physics: Conference Series, 1241(1). https://doi.org/10.1088/1742-6596/1241/1/012028
Muharlisiani, L. T., Soesatyo, Y., Karwanto, Khamidi, A., Noerhartati, E., Karjati, P. D., Dewira, R. F., & Setyowati, S. (2019). Environmental care imaging: Basic school students through character education by information communication technology (ICT) based learning. International Journal of Innovation, Creativity and Change, 9(11), 128–136.
Nusantari, E. (2020). Effectiveness of environmentally-based science learning towards environmentally-friendly character of students in coastal area. International Journal of Instruction, 13(3), 233–246. https://doi.org/10.29333/iji.2020.13316a
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(July), 1–19. https://doi.org/10.3389/fpsyg.2021.677217
Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179–185. https://doi.org/10.1111/j.1746-1561.2000.tb06468.x
Ramli, S., Novanda, R., Sobri, M., Triani, E., & Septi, S. E. (2022). The Effect of Student Responses on Environmental Care Characters and Student Learning Outcomes. Eurasian Journal of Educational Research, 2022(99), 112–126. https://doi.org/10.14689/ejer.2022.99.007
Ruslan, Mudjia Rahardjo, Agus Maimun, & Rahinah Ibrahim. (2024). Environmental Care: the Strengthening Character Education Through Islamic Religious Education (Ire) Development. Penamas, 37(1), 116–130. https://doi.org/10.31330/penamas.v37i1.791
Sadat, A., Hastuti, Sa’Ban, L. M. A., Suherman, L. O. A., Bahari, S., Ibrahim, T., & Zainal, M. (2019). Internalization characters of environmental care and disaster response through care partner schools. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012125
Schonfeld, D. J., Adams, R. E., Fredstrom, B. K., Weissberg, R. P., Gilman, R., Voyce, C., Tomlin, R., & Speese-Linehan, D. (2015). Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning. School Psychology Quarterly, 30(3), 406–420. https://doi.org/10.1037/spq0000099
Sugiono. (2015). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). ALFABETA, cv.
Susanne A. Denham, Hideko H. Bassett, K. Z. and T. M. W. (2014). How Preschoolers’ Social–Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments. Infant and Child Development, 18(6), 238–254. https://doi.org/10.1002/icd
Teguh Prihartono, A., Azhar, A., Danhas, Y., Rusdinal, & Syah, N. (2019). Implementation strategy character building of care and environmental culture in school. IOP Conference Series: Earth and Environmental Science, 314(1). https://doi.org/10.1088/1755-1315/314/1/012052
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
Yusuf, A. M. (2017). Metode Penelitian Kuantitatif, Kualitatif & Penelitian Gabungan. In Kencana (p. 480).
Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2–3), 233–255. https://doi.org/10.1080/10474410701413152