Peningkatan Pengetahuan Emosi dan Regulasi Emosi Melalui Psikoedukasi pada Siswa Kelas V SDN 74 Palembang

Bunga Eka Cahyani; Shifa Salsabilla; Nurhasanah Kurniati; Nurlaila; Mohammad Fakhri Akbar

doi:10.61994/jumputan.v2i1.1985

Authors

Bunga Eka Cahyani Universitas Islam Negeri Raden Fatah Palembang
Shifa Salsabilla Universitas Islam Negeri Raden Fatah Palembang
Nurhasanah Kurniati Universitas Islam Negeri Raden Fatah Palembang
Nurlaila Universitas Islam Negeri Raden Fatah Palembang
Mohammad Fakhri Akbar Universitas Islam Negeri Raden Fatah Palembang

DOI:

https://doi.org/10.61994/jumputan.v2i1.1985

Keywords:

Emotion regulation, Elementary school students, Psychoeducation

Abstract

Elementary school students need adequate emotional understanding and emotion regulation skills to support their social and emotional development. However, some students still experience difficulties in recognizing emotions and responding to emotional situations appropriately. This community service activity aimed to improve students’ knowledge of emotions and emotion regulation through psychoeducation. The activity involved 31 fifth-grade students of SDN 74 Palembang and was conducted using a one-group pretest-posttest design. The psychoeducation program was developed using the ADDIE model and implemented through emotion-guessing games, video-based learning using excerpts from the film Inside Out, interactive discussions, and roleplay activities. Data were collected using a 10-item multiple-choice knowledge test administered before and after the program. The results showed an increase in the mean score from 8.68 on the pretest to 9.45 on the posttest. The Shapiro-Wilk test indicated that the data were not normally distributed; therefore, the Wilcoxon Signed Rank Test was applied. The analysis revealed a significant difference between pretest and posttest scores (Z = -3.108; p = 0.002). In addition, 12 students (38.7%) showed increased scores, while 19 students (61.3%) maintained their scores, and no students experienced a decrease. These findings indicate that psychoeducation effectively improved students’ knowledge of emotions and emotion regulation and can be used as an educational strategy to support social-emotional development in elementary school settings.

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