Electronic Theses and Dissertation

Penelitian ini dilatarbelakangi oleh pentingnya kemampuan interaksi sosial siswa Sekolah Dasar yang masih menunjukkan variasi, khususnya dalam pembelajaran IPAS. Rendahnya partisipasi, kurangnya empati, serta belum optimalnya kerja sama antar siswa menunjukkan perlunya pendekatan pembelajaran yang tidak hanya berfokus pada aspek kognitif, tetapi juga sosial emosional. Penelitian ini bertujuan untuk mendeskripsikan kemampuan interaksi sosial siswa melalui pendekatan pembelajaran sosial emosional serta mengidentifikasi faktor-faktor yang mendukung dan menghambat proses tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Subjek penelitian adalah guru dan siswa kelas VI SD Negeri Gue Gajah Aceh Besar. Teknik pengumpulan data dilakukan melalui observasi dan wawancara. Analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan interaksi sosial siswa melalui pendekatan pembelajaran sosial emosional berada dalam kategori sangat baik dengan rata-rata persentase sebesar 84,1%. Adapun kemampuan interaksi sosial siswa pada aspek percakapan memperoleh 89,9%, saling pengertian 82,5%, kerja sama 83,7%, keterbukaan 82,1%, empati 80%, memberikan dukungan 80%, sikap positif 83,7%, dan kesamaan 92,5%. Meskipun semua aspek kemampuan interaksi sosial siswa berada pada kategori sangat baik, akan tetapi aspek empati dan memberikan dukungan masih relatif lebih rendah dibandingkan aspek lainnya. Faktor yang mendukung interaksi sosial siswa meliputi keteladanan guru, pengaruh teman sebaya, arahan dan motivasi guru, keinginan untuk diterima dalam kelompok, serta sikap kepedulian dan simpati. Sementara itu, faktor penghambat meliputi kurangnya rasa percaya diri siswa, dominasi siswa tertentu dalam diskusi, peniruan perilaku negatif, dan kurangnya sikap saling menghargai.

This research was motivated by the importance of elementary school students’ social interaction skills, which still show variations, particularly in Science and Social Studies (IPAS) learning. Low participation, lack of empathy, and suboptimal cooperation among students indicate the need for a learning approach that focuses not only on cognitive aspects but also on social-emotional aspects. This study aimed to describe students’ social interaction skills through a social-emotional learning approach and to identify the factors that support and hinder the process. This study employed a qualitative approach with a descriptive design. The research subjects were teachers and sixth-grade students at SD Negeri Gue Gajah Aceh Besar. Data were collected through observation and interviews. Data analysis used the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The results showed that students’ social interaction skills through a social-emotional learning approach were categorized as very good, with an average percentage of 84.1%. The students’ social interaction skills in the aspects of conversation reached 89.9%, mutual understanding 82.5%, cooperation 83.7%, openness 82.1%, empathy 80%, providing support 80%, positive attitude 83.7%, and equality 92.5%. Although overall the results were categorized as very good, the aspects of empathy and providing support were relatively lower compared to the other aspects. Supporting factors of students’ social interaction included teacher role modeling, peer influence, teacher guidance and motivation, the desire to be accepted in groups, and caring attitudes. Meanwhile, inhibiting factors included students’ lack of self-confidence, the dominance of certain students in discussions, imitation of negative behavior, and a lack of mutual respect.