Implementation of Social Emotional Learning (SEL) in Supporting Student Well-Being in Regular Classes at Tinny Ladybug Education Center

Abstract

This study aims to describe the implementation of Social and Emotional Learning (SEL) and its relationship with the realization of student well-being in early childhood in regular classes at the Tiny Ladybug Semarang non-formal institution. This study was conducted using a descriptive qualitative approach. Research data was collected through interviews, observations, and documentation conducted with school principals, teachers, and regular class students. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results of the study indicate that Tiny Ladybug Semarang implements SEL by integrating it through an eclectic curriculum approach and combining it with a deep learning curriculum through various activities such as morning check, morning talk, circle time, group projects, cooperative games, and problem-based learning activities. These activities are able to support and develop SEL competencies, which consist of self-awareness, self-management, social awareness, social relationship skills, and responsible decision-making. It can be concluded that the implementation of SEL at Tiny Ladybug can contribute positively to student well-being. As a result, students can feel emotionally secure, demonstrate self-confidence, adaptability, and positive socialization in the learning environment, and support the optimal development of early childhood.