Peran Guru dalam Pengembangan Kompetensi Sosial-Emosional Peserta Didik Melalui Pembelajaran Kolaboratif

Wulan Eldasari; Sri Wahyuni; Feri Riski Dinata

doi:10.59698/afeksi.v7i4.1105

Authors

Wulan Eldasari Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia
Sri Wahyuni Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia
Feri Riski Dinata Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i4.1105

Keywords:

Kompetensi Sosial-Emosional, Peran Guru, Pembelajaran Kolaboratif, Scaffolding, Sekolah Menengah

Abstract

Kompetensi sosial-emosional merupakan fondasi penting bagi kemampuan peserta didik untuk mengelola emosi, membangun hubungan positif, bekerja sama, menunjukkan empati, dan mengambil keputusan yang bertanggung jawab. Pembelajaran kolaboratif menyediakan konteks sosial yang memungkinkan kompetensi tersebut dipraktikkan, tetapi keberhasilannya bergantung pada kualitas pendampingan guru. Penelitian ini bertujuan menganalisis peran guru dalam mengembangkan kompetensi sosial-emosional peserta didik melalui pembelajaran kolaboratif di SMP Negeri 1 Baradatu. Penelitian menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan empat peran utama guru: fasilitator interaksi dan kerja sama, pembimbing komunikasi dan penghargaan terhadap pendapat, mediator konflik dan regulasi emosi, serta pemberi penguatan terhadap perilaku sosial positif. Aktivitas kolaboratif memberi ruang bagi peserta didik untuk mempraktikkan kerja sama, komunikasi, empati, pengelolaan emosi, penyelesaian perbedaan, dan tanggung jawab. Namun, perkembangan tersebut belum merata; peserta didik yang pasif, dominan, atau mudah terbawa emosi tetap memerlukan scaffolding yang adaptif. Temuan menegaskan bahwa pembelajaran kolaboratif tidak otomatis menghasilkan kompetensi sosial-emosional. Peran pedagogis guru menjadi mekanisme yang mengubah aktivitas kelompok menjadi pengalaman social and emotional learning yang bermakna.

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