Integrating Social-Emotional Skills into Science and Social Studies Learning to Foster Elementary Students' Responsibility
DOI:
https://doi.org/10.30736/atl.v10i2.3120Keywords:
Elementary school, natural and social science learning, responsible character, social-emotional learning, social-emotional skillsAbstract
This qualitative case study examined the implementation of Social-Emotional Skills (SES)-based Natural and Social Sciences (NSS) instruction in fostering student responsibility among 24 fourth-grade students at MI NU Nurul Haq Prambatan, Kudus. Data were gathered through classroom observations, semi-structured interviews with the school principal, teacher, and students, and documentation, and then analyzed using the Miles and Huberman interactive model. The findings reveal that the five core SES domains—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—were fully integrated across the planning, execution, and evaluation phases of NSS instruction rather than taught as isolated topics. In practice, students demonstrated responsibility by managing tasks independently, dividing roles and collaborating effectively during group work, respecting peer opinions, adhering to shared classroom agreements, and taking ownership of cleanup duties. While a few students still needed occasional teacher prompts, embedding SES into daily NSS activities provided structured, practical opportunities for learners to practice responsibility in the classroom.
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