Pembelajaran Sosial dan Emosional pada Mata Pelajaran IPS: Pengalaman Siswa SMP dalam Aktivitas Say Gratitude
DOI:
https://doi.org/10.24256/tunascendekia.v9i1.12836Keywords:
pembelajaran sosial dan emosional, rasa syukur, empati, pembelajaran IPS, siswa SMPAbstract
Pembelajaran sosial dan emosional (PSE) makin sering dipadukan ke dalam mata pelajaran, tetapi penelitian tentang praktik rasa syukur di sekolah umumnya mengukur dampak jurnal syukur secara kuantitatif dan jarang menanyakan pengalaman siswa sendiri. Penelitian ini mengeksplorasi pengalaman siswa SMP mengikuti aktivitas Say Gratitude, yaitu kegiatan mengungkapkan terima kasih, permintaan maaf, dan perasaan secara langsung kepada teman sekelas, yang dipadukan guru ke dalam pembelajaran IPS. Penelitian menggunakan pendekatan kualitatif eksploratif. Data dikumpulkan melalui wawancara semiterstruktur dengan dua siswa yang mengikuti aktivitas tersebut. Transkrip tiap siswa dianalisis secara tematik, kemudian dibandingkan, pada empat fokus: persepsi terhadap pendekatan guru, pengalaman emosional selama aktivitas, perubahan cara memahami dan memperlakukan teman, serta harapan siswa. Hasil menunjukkan empat temuan. Pertama, kedua siswa memandang pembelajaran IPS menarik karena guru memadukan penjelasan dengan praktik, permainan, dan kuis digital, serta menempatkan diri sejajar dengan siswa. Kedua, siswa menggambarkan Say Gratitude sebagai ruang yang aman dan privat; rasa canggung, takut, dan gengsi pada awal kegiatan berganti menjadi lega, meskipun kecanggungan terhadap teman lawan jenis masih bertahan. Ketiga, siswa menuturkan bahwa mereka mulai mempertimbangkan keadaan teman sebelum menilai, lebih menghargai perbedaan pendapat dalam kerja kelompok, dan pada satu kasus mencoba menengahi konflik teman. Keempat, siswa berharap kegiatan dilakukan lebih sering dan lebih bervariasi, sedangkan salah satu siswa berharap ungkapannya berbalas. Temuan ini memberi gambaran awal bahwa ungkapan syukur yang disampaikan langsung dan terlindungi privasinya dapat menjadi pintu masuk PSE dalam pembelajaran IPS di SMP. Karena hanya bersumber dari penuturan dua siswa yang dipilih atas rekomendasi guru karena antusias mengikuti kegiatan, temuan ini perlu diuji dengan partisipan yang lebih beragam, observasi kelas, dan sudut pandang guru. Penelitian ini menyumbang suara siswa pada kajian PSE dan menawarkan pertimbangan praktis bagi guru IPS yang ingin merancang kegiatan serupa.
References
Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health, 2, Article 100051. https://doi.org/10.1016/j.glmedi.2024.100051
Algoe, S. B., & Chandler, K. R. (2024). Experienced gratitude is a catalyst for upward spirals of perceived partner responsiveness. Current Opinion in Psychology, 55, Article 101764. https://doi.org/10.1016/j.copsyc.2023.101764
Amalia, K. E., Pradipta, P. K., Aldilla, D. N., Srisayekti, W., Rubiyanti, Y., & Purnama, C. Y. (2026). Gratitude journaling practices influences positive affect among early adolescents: A study among junior high school students in a rural area Rancaekek Indonesia. G-Couns: Jurnal Bimbingan dan Konseling, 10(3), 2764–2777. https://doi.org/10.31316/g-couns.v10i03.8319
Armenta, C. N., Fritz, M. M., Walsh, L. C., & Lyubomirsky, S. (2022). Satisfied yet striving: Gratitude fosters life satisfaction and improvement motivation in youth. Emotion, 22(5), 1004–1016. https://doi.org/10.1037/emo0000896
Bono, G., Duffy, T., & Merz, E. L. (2023). Gratitude and adolescents’ mental health and well-being: Effects and gender differences for a positive social media intervention in high schools. Education Sciences, 13(3), Article 320. https://doi.org/10.3390/educsci13030320
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
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
Diniz, G., Korkes, L., Tristão, L. S., Pelegrini, R., Bellodi, P. L., & Bernardo, W. M. (2023). The effects of gratitude interventions: A systematic review and meta-analysis. Einstein (São Paulo), 21, Article eRW0371. https://doi.org/10.31744/einstein_journal/2023RW0371
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11–12), 765–782. https://doi.org/10.1037/bul0000383
Emslander, V., Holzberger, D., Ofstad, S. B., Fischbach, A., & Scherer, R. (2025). Teacher–student relationships and student outcomes: A systematic second-order meta-analytic review. Psychological Bulletin, 151(3), 365–397. https://doi.org/10.1037/bul0000461
Firliandini, Waspada, I., Budiwati, N., & Susanto, S. (2023). Peran guru dengan kompetensi sosial emosional dalam implementasi pembelajaran berdiferensiasi untuk membangun student well-being pada sekolah menengah. Jurnal Sosial Humaniora Sigli, 6(1), 175–182.
Gaweł, A., Grygiel, P., Dolata, R., Łosiak-Pilch, J., Michel, M., & Ostafińska-Molik, B. (2022). The inclusion of other-sex peers in peer networks and sense of peer integration in early adolescence: A two-wave longitudinal study. International Journal of Environmental Research and Public Health, 19(22), Article 14971. https://doi.org/10.3390/ijerph192214971
Greenberg, M. T. (2023). Evidence for social and emotional learning in schools. Learning Policy Institute. https://doi.org/10.54300/928.269
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, Article 114523. https://doi.org/10.1016/j.socscimed.2021.114523
Kementerian Pendidikan Dasar dan Menengah. (2025). Peraturan Menteri Pendidikan Dasar dan Menengah Nomor 13 Tahun 2025 tentang perubahan atas Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 12 Tahun 2024 tentang kurikulum pada pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang pendidikan menengah.
Kirca, A., Malouff, J. M., & Meynadier, J. (2023). The effect of expressed gratitude interventions on psychological wellbeing: A meta-analysis of randomised controlled studies. International Journal of Applied Positive Psychology, 8(1), 63–86. https://doi.org/10.1007/s41042-023-00086-6
Kumar, A. (2022). Some things aren’t better left unsaid: Interpersonal barriers to gratitude expression and prosocial engagement. Current Opinion in Psychology, 43, 156–160. https://doi.org/10.1016/j.copsyc.2021.07.011
Oberle, E., Ji, X. R., Alkawaja, M., Molyneux, T. M., Kerai, S., Thomson, K. C., Guhn, M., Schonert-Reichl, K. A., & Gadermann, A. M. (2024). Connections matter: Adolescent social connectedness profiles and mental well-being over time. Journal of Adolescence, 96(1), 31–48. https://doi.org/10.1002/jad.12250
OECD. (2024). Social and emotional skills for better lives: Findings from the OECD Survey on Social and Emotional Skills 2023. OECD Publishing. https://doi.org/10.1787/35ca7b7c-en
Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2023). A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Medical Teacher, 45(3), 241–251. https://doi.org/10.1080/0142159X.2022.2057287
Rahmawati, A. F., & Hidayah, I. N. (2024). Analisis perkembangan kompetensi sosial emosional siswa SMP kelas 7 pada model project based learning. Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan, 4(2), Article 3. https://doi.org/10.17977/um065.v4.i2.2024.3
Regan, A., Walsh, L. C., & Lyubomirsky, S. (2023). Are some ways of expressing gratitude more beneficial than others? Results from a randomized controlled experiment. Affective Science, 4(1), 72–81. https://doi.org/10.1007/s42761-022-00160-3
Ruja, I. N., Aliyah, E. Z., Khotimah, K., Nursuciana, H., Setya Dewi, Z. N., Arianti, A., & Haswin, A. (2024). Peningkatan kompetensi sosial emosional peserta didik melalui penerapan metode bermain peran pada mata pelajaran IPS di SMP Negeri 2 Malang. Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan, 4(10), Article 22. https://doi.org/10.17977/um065.v4.i10.2024.22
Sarmento, P., Lobo, M., & Kirtikumar, K. (2024). The impact of adolescents’ voice through an online school radio: A socio-emotional learning experimental project. Frontiers in Psychology, 14, Article 1197193. https://doi.org/10.3389/fpsyg.2023.1197193
Schaefer, M. B., Pennington, S. E., Divoll, K., & Tang, J. H. (2024). A systematic review of literature on student voice and agency in middle grade contexts. Education Sciences, 14(11), Article 1158. https://doi.org/10.3390/educsci14111158
Shi, J., & Cheung, A. C. K. (2024). Effective components of social emotional learning programs: A meta-analysis. Journal of Youth and Adolescence, 53(4), 755–771. https://doi.org/10.1007/s10964-024-01942-7
Stern, J. A., Bailey, N. A., Costello, M. A., Hellwig, A. F., Mitchell, J., & Allen, J. P. (2024). Empathy across three generations: From maternal and peer support in adolescence to adult parenting and child outcomes. Child Development, 95(5), 1628–1640. https://doi.org/10.1111/cdev.14109
Tomaszek, K., & Muchacka-Cymerman, A. (2025). Gratitude interventions reduce cyber-aggression in adolescents: Gender and disposition effects. Scientific Reports, 15, Article 14602. https://doi.org/10.1038/s41598-025-97214-w
Walsh, L. C., Regan, A., Twenge, J. M., & Lyubomirsky, S. (2023). What is the optimal way to give thanks? Comparing the effects of gratitude expressed privately, one-to-one via text, or publicly on social media. Affective Science, 4(1), 82–91. https://doi.org/10.1007/s42761-022-00150-5
Widiastuti, S. (2022). Pembelajaran sosial emosional dalam domain pendidikan: Implementasi dan asesmen. JUPE: Jurnal Pendidikan Mandala, 7(4), 964–972. https://doi.org/10.58258/jupe.v7i4.4427
Wong, Y. J., Pandelios, A. L., Carlock, K., & Thielmeyer, A. M. B. (2024). Stronger together: Perspectives on gratitude social processes in group interventions for adolescents. Frontiers in Psychology, 15, Article 1476511. https://doi.org/10.3389/fpsyg.2024.1476511
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Hanif Nur Rokhim, Agustina Tri Wijayanti, Danang Ade Agustinova
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Please find the rights and licenses in Tunas Cedekia. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Tunas Cedekia's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Tunas Cedekia permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Tunas Cedekia on distributing works in the journal and other media of publications.
4. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. Tunas Cedekia will not be held liable for anything that may arise due to the author(s) internal dispute. Tunas Cedekia will only communicate with the corresponding author.
5. Miscellaneous
Tunas Cedekia will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Tunas Cedekia's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
Â
Every accepted manuscript should be accompanied by "Copyright Transfer Agreement" prior to the article publication.
Tunas Cendekia: Jurnal Pendidikan Islam Anak Usia Dini is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0)
