Integration of Social and Emotional Learning (SEL) in Indonesian Elementary Schools: Literature Review
Main Article Content
Abstract
Social and Emotional Learning (SEL) at the elementary education level is important for supporting the development of students' social and emotional skills. This study aims to explore the strategies and challenges of integrating SEL into thematic learning in elementary schools. This study uses a qualitative approach through a literature review, which includes an analysis of various studies related to the application of SEL. The results show that the integration of SEL not only improves students' social and emotional skills but also contributes to academic success. However, challenges such as time constraints, teacher readiness, and stakeholder support remain obstacles to its implementation. This study emphasizes the importance of developing comprehensive education policies and continuous training for teachers to ensure the effectiveness of SEL implementation. Thus, social-emotional learning is expected to strengthen students' character and prepare them to face future challenges.
Article Details
How to Cite
SALSABILA, Helga et al.
Integration of Social and Emotional Learning (SEL) in Indonesian Elementary Schools: Literature Review.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 1315-1324, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3780>. Date accessed: 03 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3780.
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Articles
References
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Agustin, R. (2017). Implementasi Pembelajaran Tematik dalam Pemahaman Konsep Pidato Peserta Didik Kelas III MI Madani Alauddin Pao-Pao. BMC Public Health, 5(1), 1–8.
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Bahri, A., Hidayat, W. M., Putra, K. P., Ainun, N. A., & Arifin, N. (2024). The relationship between students’ perception of the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area. Journal of Technology and Science Education, 14(2), 588–606. https://doi.org/10.3926/jotse.2513
Chi, M., Wang, N., Wu, Q., Cheng, M., Zhu, C., Wang, X., & Hou, Y. (2022). Implementation of the Flipped Classroom Combined with Problem-Based Learning in a Medical Nursing Course: A Quasi-Experimental Design. Healthcare (Switzerland), 10(12), 1–11. https://doi.org/10.3390/healthcare10122572
Collie, R., Shapka, J., & Perry, N. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
Crewdson, M. A., Richardson, R. D., Fowler, K., Skinner, C. H., Wright, S., & Cihak, D. (2024). Supplementing social skills training with tootling to simultaneously enhance first-grade students’ performance of two social skills. School Psychology Review, 53(3). https://doi.org/10.1080/2372966X.2022.2043127
Diningrat, S. W. M., Marín, V. I., & Bachri, B. S. (2024). Students’ self-regulated learning strategies in the online flipped classroom. Journal of Educators Online, 21(3), Article 4. https://doi.org/10.9743/JEO.2024.21.3.4
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
Frye, K. E., Boss, D. L., Anthony, C. J., Du, H., & Xing, W. (2024). Content analysis of the CASEL framework using K–12 state SEL standards. School Psychology Review, 53(3). https://doi.org/10.1080/2372966X.2022.2030193
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Kusnendi, N., Dianawati, E., & Rostini, D. (2025). At Turots: Jurnal Pendidikan Islam Implementation of social emotional learning intelligence based self-management. 6(1), 308–316.
Lee, J., Shapiro, V., Robitaille, J., & LeBuffe, P. (2024). Gender, racial-ethnic, and socioeconomic disparities in the development of social-emotional competence among elementary school students. Journal of School Psychology, 104, 101311. https://doi.org/10.1016/j.jsp.2024.101311
Martinez-Yarza, N., Santibáñez, R., & Solabarrieta, J. (2023). A Systematic Review of Instruments Measuring Social and Emotional Skills in School-Aged Children and Adolescents. Child Indicators Research, 16(4), 1475–1502. https://doi.org/10.1007/s12187-023-10031-3
Miranda, N. T., Putri, D. A., Al-‘adawiyah, R., Anggreani, S. D. N., Utomo, Y., & Rochmat, N. (2024). Pembelajaran IPA yang Efektif melalui Pendidikan Sosial dan Emosional (PSE). Journal of Innovation and Teacher Professionalism, 2(1), 101–109. https://doi.org/10.17977/um084v2i12024p101-109
Nakajima, N., Jung, H., Pradhan, M., Hasan, A., Kinnell, A., & Brinkman, S. (2019). Gender gaps in cognitive and social-emotional skills in early primary grades: Evidence from rural Indonesia. Developmental Science. https://doi.org/10.1111/desc.12931
Ratnawati, A., Purwati, P. D., & Elliniawati, E. (2025). Flipped problem-based learning on basic literacy and self-regulated learning: A systematic literature review. IJECA (International Journal of Education and Curriculum Application), 8(2), 256–267. https://doi.org/10.31764/ijeca.v8i2.32912
Rica, U. D. C., José, S., Rica, C., Cristina, A., & Mata, U. (2023). Taxonomía revisada de Bloom como apoyo para la redacción de resultados de aprendizaje y el alineamiento constructivo. Revista de Psicodidactica, 25, 140–155.
Roth, J. C., & Erbacher, T. A. (2021). Social and Emotional Learning (SEL). In Developing Comprehensive School Safety and Mental Health Programs (pp. 263–280). Routledge. https://doi.org/10.4324/9781003150510-18
Septya, J. D., Guru, P., Ibtidaiyah, M., & Ilmu, F. (2024). The Role of Social and Emotional Learning (SEL) in Growing the Social and Emotional Skills of Primary School Students. Jurnal Elementaria Edukasia, 7(2), 2849–2865. https://doi.org/10.31949/jee.v7i2.9215
van de Sande, M. C. E., Fekkes, M., Kocken, P. L., Diekstra, R. F. W., Reis, R., & Gravesteijn, C. (2019). Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review. Psychology in the Schools, 56(10), 1545–1567. https://doi.org/10.1002/pits.22307
Agustin, R. (2017). Implementasi Pembelajaran Tematik dalam Pemahaman Konsep Pidato Peserta Didik Kelas III MI Madani Alauddin Pao-Pao. BMC Public Health, 5(1), 1–8.
Azizah, A. A. M., & Maemonah. (2022). Penerapan Think Pair Share pada pembelajaran tematik: Analisis perkembangan sosial emosional siswa usia dasar. Jurnal Ilmiah Pendidikan Dasar, 9(1), 31–44. https://doi.org/10.30659/pendas.9.1.31-44
Bahri, A., Hidayat, W. M., Putra, K. P., Ainun, N. A., & Arifin, N. (2024). The relationship between students’ perception of the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area. Journal of Technology and Science Education, 14(2), 588–606. https://doi.org/10.3926/jotse.2513
Chi, M., Wang, N., Wu, Q., Cheng, M., Zhu, C., Wang, X., & Hou, Y. (2022). Implementation of the Flipped Classroom Combined with Problem-Based Learning in a Medical Nursing Course: A Quasi-Experimental Design. Healthcare (Switzerland), 10(12), 1–11. https://doi.org/10.3390/healthcare10122572
Collie, R., Shapka, J., & Perry, N. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
Crewdson, M. A., Richardson, R. D., Fowler, K., Skinner, C. H., Wright, S., & Cihak, D. (2024). Supplementing social skills training with tootling to simultaneously enhance first-grade students’ performance of two social skills. School Psychology Review, 53(3). https://doi.org/10.1080/2372966X.2022.2043127
Diningrat, S. W. M., Marín, V. I., & Bachri, B. S. (2024). Students’ self-regulated learning strategies in the online flipped classroom. Journal of Educators Online, 21(3), Article 4. https://doi.org/10.9743/JEO.2024.21.3.4
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
Frye, K. E., Boss, D. L., Anthony, C. J., Du, H., & Xing, W. (2024). Content analysis of the CASEL framework using K–12 state SEL standards. School Psychology Review, 53(3). https://doi.org/10.1080/2372966X.2022.2030193
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6–7), 466–474.
Ibanga, I. J., Yusuf, M. A., & Umoru, M. L. (2024). Advancing Social-Emotional Learning in Elementary Education: Exploring Implementation, Inclusivity, and Long-Term Impact. International Journal of Learning Reformation in Elementary Education, 3(03), 176–187. https://doi.org/10.56741/ijlree.v3i03.787
Kaspar, K. L., & Massey, S. L. (2023). Implementing social emotional learning in the elementary classroom. Early Childhood Education Journal, 51(4), 641–650. https://doi.org/10.1007/s10643-022-01324-3
Kim, E. K., Allen, J. P., & Jimerson, S. R. (2024). Supporting student social emotional learning and development. School Psychology Review, 53(3), 201–207. https://doi.org/10.1080/2372966X.2024.2346443
Kusnendi, N., Dianawati, E., & Rostini, D. (2025). At Turots: Jurnal Pendidikan Islam Implementation of social emotional learning intelligence based self-management. 6(1), 308–316.
Lee, J., Shapiro, V., Robitaille, J., & LeBuffe, P. (2024). Gender, racial-ethnic, and socioeconomic disparities in the development of social-emotional competence among elementary school students. Journal of School Psychology, 104, 101311. https://doi.org/10.1016/j.jsp.2024.101311
Martinez-Yarza, N., Santibáñez, R., & Solabarrieta, J. (2023). A Systematic Review of Instruments Measuring Social and Emotional Skills in School-Aged Children and Adolescents. Child Indicators Research, 16(4), 1475–1502. https://doi.org/10.1007/s12187-023-10031-3
Miranda, N. T., Putri, D. A., Al-‘adawiyah, R., Anggreani, S. D. N., Utomo, Y., & Rochmat, N. (2024). Pembelajaran IPA yang Efektif melalui Pendidikan Sosial dan Emosional (PSE). Journal of Innovation and Teacher Professionalism, 2(1), 101–109. https://doi.org/10.17977/um084v2i12024p101-109
Nakajima, N., Jung, H., Pradhan, M., Hasan, A., Kinnell, A., & Brinkman, S. (2019). Gender gaps in cognitive and social-emotional skills in early primary grades: Evidence from rural Indonesia. Developmental Science. https://doi.org/10.1111/desc.12931
Ratnawati, A., Purwati, P. D., & Elliniawati, E. (2025). Flipped problem-based learning on basic literacy and self-regulated learning: A systematic literature review. IJECA (International Journal of Education and Curriculum Application), 8(2), 256–267. https://doi.org/10.31764/ijeca.v8i2.32912
Rica, U. D. C., José, S., Rica, C., Cristina, A., & Mata, U. (2023). Taxonomía revisada de Bloom como apoyo para la redacción de resultados de aprendizaje y el alineamiento constructivo. Revista de Psicodidactica, 25, 140–155.
Roth, J. C., & Erbacher, T. A. (2021). Social and Emotional Learning (SEL). In Developing Comprehensive School Safety and Mental Health Programs (pp. 263–280). Routledge. https://doi.org/10.4324/9781003150510-18
Septya, J. D., Guru, P., Ibtidaiyah, M., & Ilmu, F. (2024). The Role of Social and Emotional Learning (SEL) in Growing the Social and Emotional Skills of Primary School Students. Jurnal Elementaria Edukasia, 7(2), 2849–2865. https://doi.org/10.31949/jee.v7i2.9215
van de Sande, M. C. E., Fekkes, M., Kocken, P. L., Diekstra, R. F. W., Reis, R., & Gravesteijn, C. (2019). Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review. Psychology in the Schools, 56(10), 1545–1567. https://doi.org/10.1002/pits.22307