The Effect Of Social-Emotional Learning On Elementary School Students’ Responsibility Based On Gender Of Grade VI Elementary School Students
Abstract
The phenomenon of declining character of responsibility of elementary school students has become a critical issue in the educational discourse of the 21st century. This study aims to analyze the influence of Social Emotional Learning on the responsibility character of elementary school students and test the difference in responsibility character based on gender. The study uses an ex post facto quantitative approach with a causal comparative design. The sample amounted to 120 grade VI students from four elementary schools in Manyaran District, Wonogiri Regency. The instrument in the form of a responsibility character questionnaire consists of 30 items with a reliability of Cronbach's Alpha of 0.89. The results showed that Social Emotional Learning had a positive and significant effect on the character of responsibility (β = 0.60; R² = 0.36; F = 66.27; p < 0.001). There was a significant difference in the character of responsibility between male and female students (t = −2.41; p = 0.018; Cohen’s d = 0.49), with female students demonstrating higher levels of responsibility, highlighting the importance of incorporating gender-sensitive approaches within Social-Emotional Learning to effectively strengthen responsibility character in elementary education.
References
Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. M. (2023). Re-imagining social-emotional learning: Findings from a strategy-based approach. Phi Delta Kappan, 100(5), 53-58. https://doi.org/10.1177/0031721719827549
Bayly, B. L., Bierman, K. L., & Jacobson, L. (2022). Teacher and peer perceptions of emotional and behavioral regulation: Predictive validity and developmental change from preschool to first grade. Development and Psychopathology, 34(1), 253-266. https://doi.org/10.1017/S0954579420001285
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711-731. https://doi.org/10.1146/annurev-psych-010814-015221
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). John Wiley & Sons.
Campbell, L., Gaudry-Perkins, F., & Gomez-Espino, J. M. (2020). Gender differences in social-emotional learning: A meta-analytic review. Educational Psychology Review, 32(4), 1067-1096. https://doi.org/10.1007/s10648-020-09544-2
CASEL. (2024). What is the CASEL framework? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
Cipriano, C., Naples, L. H., Eveleigh, A., Funaro, M., & Brackett, M. A. (2023). A meta-analysis of universal school-based SEL programs: An update and extension of Durlak et al. (2011). Child Development, 94(5), 1183-1204. https://doi.org/10.1111/cdev.13968
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Domitrovich, C. E., Syvertsen, A. K., & Calin, S. S. (2023). Promoting social and emotional competence through schoolwide practices. Journal of School Psychology, 99, 101223. https://doi.org/10.1016/j.jsp.2023.101223
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765-782. https://doi.org/10.1037/bul0000383
Gys, C., & Chen, X. (2024). Relations between self-regulation and behavioral adjustment in Chinese American immigrant children during early elementary school years. Child Development, 95(1), 42-58. https://doi.org/10.1111/cdev.13981
Hayes, N., Berthelsen, D., & Johnson, B. (2025). Gender socialization and children's social-emotional development: Contemporary perspectives. Early Childhood Research Quarterly, 70, 101-114. https://doi.org/10.1016/j.ecresq.2024.09.008
Ismeiranti, D. (2022). Analysis of the character of responsibility of elementary school students in online learning. Journal of Basic Education, 10(2), 234-248.
Ministry of Education and Culture. (2022). Dimensions, elements, and sub-elements of the Pancasila Student Profile in the Independent Curriculum. Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia.
Li, J., Wang, L., & Chen, H. (2023). Effects of teacher SEL competencies on student outcomes: A multilevel meta-analysis. Teaching and Teacher Education, 123, 104009. https://doi.org/10.1016/j.tate.2023.104009
Lickona, T. (2012). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689-704. https://doi.org/10.1037/a0014240
OECD. (2024). Survey of Social and Emotional Skills 2023: Key findings and implications. OECD Publishing. https://doi.org/10.1787/sses-2023-en
Ogden, T., Sørlie, M. A., & Hagen, K. A. (2023). Longitudinal stability and change in social skills and behavior problems from fourth to seventh grade. Child Development, 94(2), 456-472. https://doi.org/10.1111/cdev.13892
Rahayu, S., Nugroho, A., & Widiastuti, R. (2024). Implementation of the Pancasila Student Profile in the Independent Curriculum in elementary schools. Journal of Education and Culture, 9(1), 45-62.
RAND Corporation & CASEL. (2024). Social and emotional learning in U.S. schools: Findings from CASEL's nationwide policy scan and the American Teacher Panel surveys. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA1822-2.html
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
Santika, I. G. N., & Dafit, F. (2023). Pancasila Student Profile in the implementation of the Independent Curriculum in elementary schools. Journal of Basicedu, 7(2), 1234-1248.
Schonert-Reichl, K. A. (2020). Advancements in the landscape of social and emotional learning and emerging topics on the horizon. Educational Psychologist, 55(3), 108-124. https://doi.org/10.1080/00461520.2020.1727058
Shi, Q., & Cheung, A. C. K. (2024). Which components of SEL programs matter? A meta-analysis. Journal of Youth and Adolescence, 53(2), 312-330. https://doi.org/10.1007/s10964-023-01892-4
Suharyanto, S., & Wiflihani, W. (2024). Integration of local wisdom in social-emotional learning: A case study from rural Java. International Journal of Education and Culture, 12(1), 78-95.
Suprapti, E., Handayani, S., & Rahmawati, A. (2025). Character formation of responsibility of elementary school students: A multicase study in Indonesia. Journal of Character Education, 15(1), 112-128.
Verhagen, J., Leseman, P. P. M., & de Moor, M. H. M. (2024). Development of self-regulation and responsibility in early childhood: The role of family and culture. Developmental Review, 71, 101112. https://doi.org/10.1016/j.dr.2023.101112
Vo, T. T., Kim, S., & Dorfman, B. (2023). The effect of whole-school SEL implementation on student outcomes. School Psychology Review, 52(4), 421-438. https://doi.org/10.1080/2372966X.2023.2189432
Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174-1204. https://doi.org/10.1037/a0036620
Weissberg, R. P. (2019). Promoting the social and emotional learning of millions of school children. Perspectives on Psychological Science, 14(1), 65-69. https://doi.org/10.1177/1745691618817756
World Economic Forum. (2023). Future of jobs report 2023. World Economic Forum. https://www.weforum.org/reports/the-future-of-jobs-report-2023
Wuryandani, W., Maftuh, B., Sapriya, S., & Budimansyah, D. (2014). Disciplined character education in elementary school. Journal of Education Horizon, 33(2), 286-295.
Copyright (c) 2025 IJGIE (International Journal of Graduate of Islamic Education)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
