PENGUATAN SELF-AWARENESS DAN KECERDASAN EMOSIONAL PADA ANAK DAN REMAJA MELALUI PEMBELAJARAN REFLEKTIF
Keywords:
Kesadaran Diri, Kecerdasan Emosional, Remaja, Pembelajaran ReflektifAbstract
Kesadaran diri (self-awareness) merupakan fondasi penting dalam pengembangan pribadi, sosial, dan emosional remaja. Individu dengan tingkat kesadaran diri yang baik cenderung mampu mengelola emosi, membangun relasi positif, dan mengambil keputusan yang tepat. Namun, di kalangan remaja Indonesia, pengembangan self-awareness masih kurang mendapat perhatian, sehingga diperlukan model pembelajaran yang mendorong refleksi diri dan pengelolaan emosi secara konstruktif. Kegiatan pengabdian ini bertujuan mengembangkan self-awareness dan kecerdasan emosional remaja melalui pendekatan reflective learning di TPA Masjid Fathul Bayan, Yogyakarta. Metode pelaksanaan menggunakan lima pos pembelajaran reflektif, yaitu pengenalan minat, penampilan keterampilan individu, pembuatan konten inspiratif, refleksi pengalaman belajar, dan diskusi tantangan pribadi. Kegiatan diikuti oleh 21 peserta berusia 7–13 tahun selama enam jam dalam format rotasi kelompok. Hasil menunjukkan peningkatan partisipasi aktif dari 68% menjadi 92% serta peningkatan kepercayaan diri, empati, dan kemampuan mengenali emosi diri. Peserta juga menunjukkan kemampuan mendeskripsikan pengalaman (reporting), menanggapi secara emosional (responding), mengaitkan pengalaman dengan nilai (relating), menalar secara logis (reasoning), dan merencanakan perbaikan diri (reconstructing). Temuan ini menunjukkan bahwa reflective learning efektif diterapkan di lingkungan pendidikan nonformal untuk menumbuhkan kesadaran diri dan kecerdasan emosional remaja.
References
Goleman, Daniel. Emotional Intelligence: Why It Matters More than IQ. 25th anniversary ed. London: Bloomsbury Publishing, 2018.
Nonweiler, J., J. Vives, N. Barrantes-Vidal, et al. “Emotional Self-Knowledge Profiles and Relationships with Mental Health Indicators Support Value in ‘Knowing Thyself.’” Scientific Reports 14 (2024): 7900. https://doi.org/10.1038/s41598-024-57282-w
Damayanti, S., M. Asbari, D. Setiawan, and M. S. Saputra. “Emotional Intelligence: Mengapa EI Lebih Penting daripada IQ?” Literaksi: Jurnal Manajemen Pendidikan 1, no. 2 (2023).
Santrock, John W. Adolescence. 17th ed. New York: McGraw-Hill Education, 2019.
Utami, W. H., I. Sofiyanti, T. A. Apriani, et al. “Penyebab Terjadinya Pergaulan Bebas di Kalangan Remaja.” Jurnal Universitas Ngudi Waluyo (2021). http://jurnal.unw.ac.id.
Akbar, A. N., Khumas, A., & Nurdin, M. N. (2022). Pengaruh kesadaran diri terhadap deindividuasi pada remaja pelaku tawuran di Kota Makassar. Jurnal Psikologi Talenta Mahasiswa, 2(1), 143–154.
Widodo, H., S. Sutrisno, and F. Hanum. “The Urgency of Holistic Education in Muhammadiyah Schools.” Al-Ta’lim Journal 26, no. 2 (2019). https://doi.org/10.15548/jt.v26i2.549.
Sari, V. D. A., and Restu Arini. “SPARK: Pemanfaatan Platform StoryJumper dalam Pembelajaran Bahasa Inggris Anak-Anak Sekolah Dasar.” KANGMAS: Karya Ilmiah Pengabdian Masyarakat 2, no. 2 (2021): 172. http://journal.neolectura.com/index.php/kangmas.
Tsiqah, A., and Restu Arini. “Designing an Audio E-Workbook: An English Self-Study Material for Junior High School.” English Language Teaching and Research Journal (ELTR) 6, no. 2 (2022): 113–127. https://doi.org/10.37147/eltr.v6i2.154.
Apriyanti, W., and S. Rahmat. “Analisis Model Pembelajaran Reflektif dalam Meningkatkan Hasil Belajar Mahasiswa pada Mata Kuliah Pendidikan Pancasila.” Jurnal Cakrawala 21, no. 1 (2021): 19–24. https://doi.org/10.31294/jc.v19i2
Almalki, Saad. Using Bain’s 5R Framework of Reflection to Develop Reflective Thinking among Student Teachers. Doctoral dissertation, Newcastle University, 2020. Newcastle University Theses. https://theses.ncl.ac.uk/jspui/bitstream/10443/5045/1/Almalki%20S%202020.pdf.
Rais, F. A. M. Pembelajaran Reflektif: Seni Berpikir Kritis, Analitis, dan Kreatif. 1st ed. Makassar: Badan Penerbit Universitas Negeri Makassar, 2019.
Bain, John D., Roy Ballantyne, Clare Packer, and Jan Mills.
“Reflecting on Practice: Student Teachers’ Perspectives.”
Assessment & Evaluation in Higher Education 27, no. 2: 135–148.
https://doi.org/10.1080/02602930220128709
Dariyo A. Peran self-awareness dan ego support terhadap kepuasan hidup remaja Tionghoa. Psikodimensia. 2016;15(2):254-74
Heintzelman SJ, King LA. Life Is Pretty Meaningful. Am Psychol. 2014;69(6):561-74.
Dewey, John. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath and Company, 1933.
Schön, Donald A. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.
Sulistiawati. “The Relevance of John Dewey’s Philosophy of Education in Early Childhood Development in the Digital Age.” Journal of Childhood Development 4, no. 2 (2022). https://doi.org/10.25217/jcd.v4i2.3902.
Rodgers, Carol, and Miriam Raider-Roth. “Presence in Teaching: Reflective Practice for Emotional Awareness.” Teachers and Teaching 24 (20180 no. 5: 1–15.
Asselin, Marilyn E., and J. A. Fain. “Effect of Reflective Practice Education on Self-Awareness and Emotional Regulation.” Journal of Nursing Education 59 (2020), no. 8: 444–450.
Jiang, Yunshan, Jianwei Zhang, and Wenfeng Zheng. 2021.
“Reflective Thinking and Emotional Intelligence in Student Learning Engagement.” Thinking Skills and Creativity 41: 100859.
Brackett, Marc A., Susan E. Rivers, and Peter Salovey. 2019.
“Emotional Intelligence: Implications for Educational Practice.” Educational Psychologist 54, no. 3: 173–191.
Ryan, Mary. “Reflective Learning for Developing Emotional and Cognitive Awareness.” Teaching in Higher Education 24, no. 8: 1–14. 2019.
García-Sancho, Ester, Pablo Salguero, and Pablo Fernández-Berrocal. 2020.
“Relationship Between Emotional Intelligence and Reflective Learning in Educational Contexts.” Frontiers in Psychology 11: 570.
Thompson, Neil, and Jan Pascal. 2018. “Developing Reflective Practice in Nonformal Education.” Reflective Practice 19, no. 1: 1–12.
Yaacob, A., R. Mohd Asraf, R. M. R. Hussain, and S. N. Ismail. “Empowering Learners’ Reflective Thinking through Collaborative Reflective Learning.” International Journal of Instruction (2021).
