ANALISIS LITERASI EMOSI PESERTA DIDIK PADA KEGIATAN PEMBELAJARAN DI KELAS IV SDN 1 NAGARAWANGI - Indah Mafazatin Nailiah, - (2023)
Penelitian ini dilatarbelakangi oleh masih terbatasnya hasil riset yang menunjukkan literasi emosi peserta didik. Maka, tujuan penelitian ini difokuskan untuk menggambarkan bagaimana literasi emosi peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan metode classroom ethnography. Partisipan penelitian ini yaitu peserta didik kelas IV berjumlah 33 orang dan dua orang pendidik di SDN 1 Nagarawangi. Teknik pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Analisis data penelitian ini didasarkan pada teori literasi emosi oleh Steiner; terdapat lima aspek, yaitu kemampuan mengetahui perasaan diri, berempati, mengelola emosi, memperbaiki kerusakan emosi, dan mengembangkan interaksi sosial. Data diolah melalui tiga tahapan, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa sejumlah besar peserta didik mampu mengetahui perasaan dirinya seperti senang; marah; kesal; sedih; malu; serta alasan munculnya perasaan tersebut; terdapat peserta didik yang masih kebingungan mengungkapkan perasaannya, sejumlah besar peserta didik menunjukkan empatinya ketika temannya kesulitan saat belajar; terdapat peserta didik yang menunjukkan sikap apatis atas perasaan yang dialami orang lain, sebagian peserta didik belum mampu mengelola emosinya; cenderung mengekspresikan perasaannya dengan cara negatif seperti berkata-kata kasar, memukul, atau menendang meja, beberapa peserta didik belum mampu memulihkan kerusakan emosi; ditunjukkan dengan sikap berdiam diri; merasa tidak bersalah, serta beberapa peserta didik belum dapat mengembangkan interaksi sosial; cenderung kurang percaya diri dan jarang berinteraksi. Dengan begitu, tergambarkan bahwa literasi emosi peserta didik kelas IV SD masih belum memadai. Implikasinya bahwa edukasi literasi emosi bagi peserta didik SD dipandang penting untuk diterapkan melalui lembaga pendidikan formal terutama pada Kegiatan Belajar Mengajar (KBM). This research is motivated by the limited research results showing students' emotional literacy. So, the purpose of this study is focused on describing how emotional literacy students are. This study uses a qualitative approach with the classroom ethnography method. The participants of this study were 33 grade IV students and two educators at SDN 1 Nagarawangi. Data collection techniques were carried out through observation, interviews and documentation. The analysis of the research data is based on the theory of emotional literacy by Steiner; There are five aspects, namely the ability to know one's feelings, empathize, manage emotions, repair emotional damage, and develop social interactions. Data is processed through three stages, namely data reduction, data presentation, and drawing conclusions. The results showed that a large number of students were able to identify their feelings such as being happy; angry; annoyed; sad; embarrassed; as well as the reason for the emergence of these feelings; there are students who are still confused about expressing their feelings, a large number of students show empathy when their friends have difficulty learning; there are students who show apathy towards the feelings experienced by other people, some students have not been able to manage their emotions; tend to express their feelings in negative ways such as speaking harshly, hitting, or kicking tables, some students have not been able to recover from emotional damage; indicated by the attitude of silence; feel innocent, and some students have not been able to develop social interaction; tend to lack confidence and rarely interact. In this way, it is illustrated that the emotional literacy of fourth grade elementary school students is still inadequate. The implication is that emotional literacy education for elementary school students is seen as important to be implemented through formal educational institutions, especially in Teaching and Learning Activities.