Analysis of the Learning Motivation of Students at SD Integral Hidayatullah Putri Hijau Towards Emotional and Social Learning

Abstract

This study analyzes the contribution of Social and Emotional Learning (SEL) to the learning motivation of grade V students at SD Integral Hidayatullah Putri Hijau. Using a qualitative approach with a descriptive design, the research involved 26 students and 4 teachers through observation, interviews, and document review. The analysis focused on the five core competencies of SEL according to the CASEL framework: self-awareness, self-management, social awareness, relational skills, and responsible decision-making, examining their relationship with learning motivation levels (high, medium, low). The results indicated a strong linear relationship between SEL competencies and learning motivation. Students categorized as "Good" in SEL (8 students) demonstrated high motivation, while those categorized as "Sufficient" (12 students) exhibited moderate motivation, and the "Need Guidance" group (6 students) showed low motivation. These findings align with post-2020 studies confirming that emotion regulation, positive relationships, and psychological safety significantly contribute to student engagement. The study also highlights the significant role of teachers as emotional coaches in fostering a supportive and motivating classroom environment. The research concludes that the structured and sustainable implementation of SEL is essential for enhancing student learning motivation, particularly for those requiring more intensive support. Consistent integration of SEL in the learning process is recommended to optimize students' academic and social-emotional development.