PERAN MINDFULNESS GURU TERHADAP PENGELOLAAN EMOSI SISWA KELAS I PADA PEMBELAJARAN SBDP DI SD INPRES 1 TALISE

Abstrak:
The background of this research is based on the importance of developing
students’ emotional regulation skills from an early age, as well as the
teacher’s role in creating a calm, focused, and mindful learning
environment. Effective emotional management is expected to help students
interact, learn, and adapt better to the school environment. This study aims
to describe the role of teacher mindfulness in managing the emotions of
second-grade students during SBdP (Arts, Culture, and Crafts) learning at
SD Inpres 1 Talise. This study employs a qualitative approach with a
descriptive research design. The research subjects consist of second-grade
teachers and students. Data collection techniques include observation,
interviews, and documentation, while data analysis involves data reduction,
data display, and conclusion drawing. The results indicate that teacher
mindfulness is reflected in calm and patient teaching behavior, gentle
communication, and the ability to consistently provide attention and
appreciation to students. Teachers are also able to regulate their emotions
effectively when facing various classroom situations, such as noisy
students, conflicts over materials, or students feeling disappointed with
their work. The implementation of mindfulness has a positive impact on
students’ emotional management, as shown by increased patience, reduced
anger, improved self-confidence, better cooperation, and greater focus.
Additionally, students appear more engaged, actively participate, and enjoy
the SBdP learning process in the classroom overall. Teacher mindfulness
has a positive and significant role in improving students’ emotional
management and creating a more engaging learning environment.
Keywords: Arts and Culture; Elementary School; Emotional Management;
Teacher Mindfulness