Social-Emotional Learning Training to Strengthen Emotional Regulation among Adolescents
Pelatihan Social-Emotional Learning untuk Memperkuat Regulasi Emosi Remaja
https://doi.org/10.59110/rcsd.971
Keywords:
Social-Emotional Learning, Emotional Regulation, Adolescence, Self-Awareness, Self-ManagementAbstract
Adolescence is marked by biological, cognitive, social, and emotional changes that require adaptive emotional regulation skills. This community service program aimed to introduce emotional regulation concepts and initial practices to adolescents through Social-Emotional Learning (SEL) training focused on self-awareness and self-management. The program was conducted at a school in Cerme Lor Village, Gresik, and involved 100 senior high school students. Activities included material presentation, group discussions, identification of emotional triggers, breathing exercises, butterfly hug, simple relaxation, and the development of personal action plans. Evaluation was conducted descriptively through facilitator observations, participant reflections, and reviews of the personal action plans. All registered participants attended the program until completion, engaged in discussions and practical activities, and completed personal action plans containing emotional triggers, selected regulation strategies, and implementation plans. However, the program did not employ a pretest–posttest design, a validated emotional regulation instrument, or follow-up assessment. Therefore, the findings describe program implementation and participant engagement rather than evidence of improved emotional regulation skills. Future programs should include pre- and post-intervention assessments and periodic follow-up evaluations.
Downloads
References
Anggraini, F. N., Maryam, E. W., Widyastuti, W., & Affandi, G. R. (2023). Psikoedukasi keterampilan regulasi emosi pada siswa SMP. Reswara: Jurnal Pengabdian Kepada Masyarakat, 4(2), 1197–1205. https://doi.org/10.46576/rjpkm.v4i2.3156
Amalia, F. A., Salsabila, L. L., Rhomadona, D. R., Hayyunnisa Azzahra, J. A., Khoirunnisa, R. I., Hardani, M. T., & Asyanti, S. (2023). Psychoeducation on emotional management in students of SMA Muhammadiyah X Surakarta City. Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang, 8(3), 515–525. https://doi.org/10.26905/abdimas.v8i3.10639
Baiduri, R., & Widyorini, E. (2023). Regulasi emosi sebagai mediator hubungan antara insecure attachment dan perilaku agresif pada remaja. Jurnal Psikologi, 19(1), 57–66. https://doi.org/10.24014/jp.v19i1.20065
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). George Washington University.
Chervonsky, E., & Hunt, C. (2019). Emotion regulation, mental health, and social wellbeing in a young adolescent sample: A concurrent and longitudinal investigation. Emotion, 19(2), 270–282. https://doi.org/10.1037/emo0000432
Collaborative for Academic, Social, and Emotional Learning. (2024). What is the CASEL framework? https://casel.org/fundamentals-of-sel/
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525. https://doi.org/10.1146/annurev.clinpsy.121208.131208
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781
Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40(5), 395–413. https://doi.org/10.1016/S0022-4405(02)00108-5
Indonesia National Adolescent Mental Health Survey. (2022). Indonesia National Adolescent Mental Health Survey (I-NAMHS): Laporan nasional. Universitas Gadjah Mada.
McKeering, P., & Hwang, Y.-S. (2019). A systematic review of mindfulness-based school interventions with early adolescents. Mindfulness, 10(4), 593–610. https://doi.org/10.1007/s12671-018-0998-9
Prasetya, M. R., & Hidayah, N. (2023). Pelatihan regulasi emosi sebagai strategi meningkatkan kemampuan remaja dalam mengelola emosi negatif. JIIP: Jurnal Ilmiah Ilmu Pendidikan, 6(12), 10102–10108. https://doi.org/10.54371/jiip.v6i12.2432
Pratiwi, R., Nihayah, M., & Hardika, J. (2026). Implementasi program “Sekolah Ceria”: Psikoedukasi kader sebaya untuk mencegah bullying di sekolah. Jurnal Pengabdian Masyarakat Indonesia, 6(1), 193–202. https://doi.org/10.52436/1.jpmi.3527
Santrock, J. W. (2018). Life-span development (17th ed.). McGraw-Hill Education.
Saputra, S. (2017). Hubungan regulasi emosi dengan hasil belajar siswa. Konselor, 6(3), 96–102. https://doi.org/10.24036/02017637698-0-00
Sembiring, M., & Tarigan, T. (2022). Hubungan regulasi emosi dengan resiliensi akademik siswa SMA Seminari Menengah Pematangsiantar. Jurnal Penelitian Pendidikan Agama Katolik, 2(2), 131–147. https://doi.org/10.52110/jppak.v2i2.56
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Wijiningsih, T. (2018). Peran regulasi emosi terhadap penyesuaian sosial remaja di lingkungan sekolah [Skripsi sarjana, Universitas Gadjah Mada]. Repository Universitas Gadjah Mada. https://etd.repository.ugm.ac.id/penelitian/detail/159684
World Health Organization. (2025). Adolescent mental health. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ima Fitri Sholichah, Nadhirotul Laily, Desy Wulandari, Lusyana Amanda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
