The Power of Social Emotional Learning: Building Self Confidence, Emotional Intelligence and Independence in Early Childhood Ages 4-5 in Preschool Abc Jakarta
Main Article Content
The skills of selfconfidence (SC), emotional intelligence (EI), and independence (IDC) should be trained as early as possible. It is required for early childhood to have a strong foundation for their future. These skills can be learned and trained using the RULER approach with the method of Mood Meter. The purpose of this study is to observe any difference in the levels of these skills after undergoing the Mood Meter. This research is conducted in children aged 4-5 in Preschool ABC Jakarta with 9 participants in total consisting of 6 girls and 3 boys. The methods used in the research are quasi-experimental with one group pre and posttest. A t-test and N-gain were conducted for the hypothesis testing. Results show moderate effectiveness in increasing SC, particularly in areas like perseverance and participation. EI also showed a moderate increase, with students displaying more internal motivation. However, the biggest impact was on IDC, with students demonstrating significantly higher levels of responsibility and personal care. The Mood Meter likely helped students manage their emotions and understand routines, leading to better classroom behaviour and adjustment.
Keywords:
Emotional Intelligence, Independence, Social Emotional Learning, Mood Meter, Early Childhood, Self Confidence
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Batra, S. (2013). The psychosocial development of children: Implications for education and society—Erik Erikson in context. Contemporary Education Dialogue, 10(2), 249–278. https://doi.org/10.1177/0973184913485014.
Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218–224.
Gershon, P., & Pellitteri, J. (2018). Promoting emotional intelligence in preschool education: A review of programs. International Journal of Emotional Education, 10(2), 26–41.
Hamidah, P. N. (2022). Meningkatkan Kecerdasan Sosial Emosional Anak Usia Dini Melalui Lunch Box (Bekal Makanan) Di Ra Darul Istiqomah. Prosiding Lokakarya Pendidikan Islam Anak Usia Dini IAIN Ponorogo, 1, 51–62.
Jerald, M., & Me, V. H. (2020). Number of Friends in School and the Level of Self-Confidence of the Students. International Journal of Research-Granthaalayah, 8(1), 277–286.
Liem, G. A. D., Chua, B. L., Seng, Y. B. G., Kamarolzaman, K., & Cai, E. Y. L. (2017). Social and emotional learning in Singapore’s schools: Framework, practice, research, and future directions. Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, 187–203.
Masriani, M., & Liana, D. (2022). Optimalisasi pengembangan percaya diri pada anak usia dini. Mitra Ash-Shibyan: Jurnal Pendidikan Dan Konseling, 5(01), 37–46.
Meilina, H., Sugiyo, S., & Astuti, B. (2021). The Effectiveness of Role-Playing Methods for Early Childhood Emotional Social Development and Independence. Journal of Primary Education, 10(3), 336–347.
Miller, A. L., Fine, S. E., Kiely Gouley, K., Seifer, R., Dickstein, S., & Shields, A. (2006). Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers. Cognition and Emotion, 20(8), 1170–1192.
Nucci, Larry. 2018. “Character: A Developmental System.” CHILD DEVELOPMENT PERSPECTIVES 0: 1–6. https://doi.org/10.1111/cdep.12313.
Nurmaniah, N. (2018). Upaya Meningkatkan Kepercayaan Diri Anak Usia 5-6 Tahun Melalui Metode Demonstrasi Di PAUD Binika Desa Sukaramai Kab. Langkat. Jurnal Diversita, 4(1), 52.
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Qistia, N., Novianti, R., & Kurnia, R. (2019). Hubungan regulasi diri dengan kemandirian anak usia dini. Aulad: Journal on Early Childhood, 2(3), 61–72.
Rahimi, A. (2019). Investigating the Contributing Factors Affecting High School Students’ Self-confidence and the Solutions for Enhancement: A Case Study of Arabu Qala High School, Kandahar, Afghanistan. American International Journal of Social Science Research, 4(1), 35–45.
Sashi, C. M. (2012). Customer engagement, buyer-seller relationships, and social media. Management Decision, 50(2), 253–272. https://doi.org/10.1108/00251741211203551
Sukrawati, M., Gitananda, W. A. S., Kiswara, K. A. T., Putra, I. G. A. D., Sumadiyasa, I. K., Sudarsana, M., & Dwipayana, A. A. P. (2022). Penguatan Kurikulum Pendidikan Anak Usia Dini Berbasis Hindu Di Taman Kanak-Kanak Desa Adat Tambawu, Kecamatan Denpasar Timur, Kota Denpasar. JURNAL SEWAKA BHAKTI, 8(2), 164–175.
Wati, D., Nugraha, N., & Rifa’i, M. (2020). Using google maps assisted drill method to improve learning achievement and self-confidence in social studies subjects for the 6th grade students at sd negeri unggulan magetan regency academic year 2019/2020. Social Sciences, Humanities and Education Journal (SHE Journal), 1(3), 82–92.
Yahalom, C., Braun, R., Patal, R., Saadeh, I., Blumenfeld, A., Macarov, M., & Hendler, K. (2022). Childhood visual impairment and blindness: 5-year data from a tertiary low vision center in Israel. Eye, 36(10), 2052–2056.
