Findings and Implications of Social Emotional Learning (SEL) in Paternalistic Culture in Elementary Schools: A Systematic Literature Review

Authors

  • Anesa Surya Yogyakarta State University
  • Heri Retnawati Yogyakarta State University
  • Haryanto Haryanto

DOI:

https://doi.org/10.47750/pegegog.13.03.16

Keywords:

Elementary School

Abstract

Social Emotional Learning (SEL) is a learning that focuses on self-development of students to achieve success in learning and life. The characteristics of SEL require a relationship pattern that prioritizes equality, which is identical to the characteristics of a country with egalitarian culture. This literature review aims to systematically review the literature on the application of SEL in elementary schools in a country with paternalistic culture. The literature search was carried out through the ScienceDirect and Semantic Scholar databases for the period of 2010-2021. The inclusion criterion was English articles that specifically discussed the development of SEL in elementary schools in a country with paternalistic culture. Based on the article extraction, 4 qualified articles were selected. The results of the review show that SEL can be developed in a country with paternalistic culture through the Strong Kids, PATHS, Collaborative Learning and Social Support optimization programs. These programs are effective to develop social-emotional skills in a country with paternalistic culture, with a supporting factor of changing the teacher's mindset to change their role as a partner that emphasizes equality in implementing SEL.  Thus, it is important for teachers to develop SEL in elementary schools. 

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References

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Published

2023-07-01

How to Cite

Anesa Surya, Retnawati, H., & Haryanto, H. (2023). Findings and Implications of Social Emotional Learning (SEL) in Paternalistic Culture in Elementary Schools: A Systematic Literature Review. Pegem Journal of Education and Instruction, 13(3), 151–158. https://doi.org/10.47750/pegegog.13.03.16

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