Penguatan Kecerdasan Sosial Emosional Santri melalui Pelatihan Partisipatif dan Pendampingan Reflektif
DOI:
https://doi.org/10.59837/jpmba.v4i9.5477Keywords:
kecerdasan sosial emosional, pelatihan partisipatif, pendampingan reflektif, pesantren, santriAbstract
Kehidupan berasrama menuntut santri memiliki kemampuan mengenali emosi, berempati, berkomunikasi, dan menyelesaikan konflik secara konstruktif. Pengabdian ini bertujuan memperkuat pemahaman dan praktik sosial emosional 30 santri Pondok Pesantren Ashshirathal Mustawqim DDI Baru-Baru Tanga, Kabupaten Pangkep. Program Kemitraan Masyarakat tahun 2026 dilaksanakan melalui koordinasi mitra, identifikasi kebutuhan, pengembangan modul kontekstual, pelatihan partisipatif, simulasi, pendampingan reflektif, serta pemantauan dan evaluasi. Data bersumber dari tes pemahaman sebelum dan setelah kegiatan, pengamatan partisipasi, lembar refleksi, dan masukan mitra. Rerata skor pemahaman meningkat dari 57,4 menjadi 81,8, atau bertambah 24,4 poin pada lima ranah penilaian. Sebanyak 26 santri (86,7%) memperoleh nilai akhir minimal 75; 27 santri (90,0%) aktif berdiskusi dan bersimulasi; 24 santri (80,0%) menunjukkan perubahan positif yang teramati pada pengaturan emosi dan empati; serta 25 santri (83,3%) memperlihatkan peningkatan komunikasi dan kerja sama. Luaran kegiatan berupa modul kontekstual sekitar 30 halaman. Hasil ini menggambarkan capaian langsung yang menjanjikan, tetapi belum membuktikan pengaruh kausal maupun keberlanjutan karena tidak tersedia kelompok pembanding dan pengamatan jangka panjang. Integrasi modul dalam pembinaan rutin direkomendasikan.
Downloads
References
Abdillah, A., & Maskuri, E. (2022). The khidmah tradition of santri towards kyai (The review of 'urf & psychology). Nazhruna: Jurnal Pendidikan Islam, 5(1), 278-292. https://doi.org/10.31538/nzh.v5i1.2082
Afkarina, N., & Khadavi, M. J. (2025). Emotional intelligence development of students through Tahfidz program at Al-Amri Islamic Boarding School Probolinggo. International Journal of Islamic Thought and Humanities, 4(2), 318-330. https://doi.org/10.54298/ijith.v4i2.519
Bailey, R., Meland, E. A., Brion-Meisels, G., & Jones, S. M. (2019). Getting developmental science back into schools: Can what we know about self-regulation help change how we think about “no excuses”? Frontiers in Psychology, 10, 1885. https://doi.org/10.3389/fpsyg.2019.01885
Bedin, L. M., Nunes, F. R., & Tonial, A. L. (2024). Intervenções socioemocionais com adolescentes em escolas: Uma revisão sistemática de literatura. Revista de Ensino, Educação e Ciências Humanas, 25(2), 196-207. https://doi.org/10.17921/2447-8733.2024v25n2p196-207
Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA Network Open, 1(8), e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727
Cipriano, C., Ha, C., Wood, M., Sehgal, K., Ahmad, E., & McCarthy, M. F. (2024). A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students. Social and Emotional Learning: Research, Practice, and Policy, 3, 100029. https://doi.org/10.1016/j.sel.2024.100029
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181-1204. https://doi.org/10.1111/cdev.13968
Clemente, C., Urrea, A., & Arnau-Sabatés, L. (2023). Programas socioemocionales para adolescentes basados en evidencias: Una scoping review. Revista de Psicología y Educación, 18(2), 96-106. https://doi.org/10.23923/rpye2023.02.238
Corcoran, R. P., Cheung, A. C. K., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56-72. https://doi.org/10.1016/j.edurev.2017.12.001
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 for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765-782. https://doi.org/10.1037/bul0000383
Halim, A., Fahruddin, A. H., & Alfiyatin, Y. (2024). Emotional and moral development in pesantren: A case study of Ma'had Baitul Qur'an Madura. Molang: Journal Islamic Education, 2(2), 50-61. https://doi.org/10.32806/jm.v2i02.816
Hermanzah, L. A., & Muhsin KS, M. (2025). Tradisi khidmah dalam pengembangan kecerdasan intrapersonal dan interpersonal mahasantri: Perspektif Pendidikan Agama Islam di Pondok Pesantren Tebuireng Raya. Edukasiana: Jurnal Inovasi Pendidikan, 4(4), 2044-2057. https://doi.org/10.56916/ejip.v4i4.1695
Hidayat, W., Rifqi, A. N., Samjas, M. A., Zainuddin, Z., & Risal, A. A. N. (2026). Pelatihan keterampilan sosial dan emosional sebagai upaya membentuk remaja yang bertanggung jawab dan adaptif di SMAN 15 Makassar. TEKNOVOKASI: Jurnal Pengabdian Masyarakat, 4(2), 44–51. https://doi.org/10.59562/m9w7vj19
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032
Jilink, L., Leseman, P., Slot, P., & Gevers, M. (2025). The role of after-school programs in supporting social and emotional learning: A synthesis of systematic reviews. International Journal of Educational Research Open, 9, 100546. https://doi.org/10.1016/j.ijedro.2025.100546
Lee, J., Shapiro, V. B., & Kim, B.-K. E. (2023). Universal school-based social and emotional learning (SEL) for diverse student subgroups: Implications for enhancing equity through SEL. Prevention Science, 24(5), 1011-1022. https://doi.org/10.1007/s11121-023-01552-y
Llistosella, M., Goni-Fuste, B., Martín-Delgado, L., Miranda-Mendizabal, A., Franch Martinez, B., Pérez-Ventana, C., & Castellvi, P. (2023). Effectiveness of resilience-based interventions in schools for adolescents: A systematic review and meta-analysis. Frontiers in Psychology, 14, 1211113. https://doi.org/10.3389/fpsyg.2023.1211113
Lynn, S., Carroll, A., Nankervis, K., & Antrobus, E. (2024). A systematic review of delivery modes in school-based adolescent social-emotional learning programs-Current perspectives and future directions. Review of Education, 12(3), e70019. https://doi.org/10.1002/rev3.70019
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128-1142. https://doi.org/10.1037/amp0000701
Nasrullah, M. A., Rahman, M. L., & Badrus. (2025). Manajemen pendidikan karakter dalam pengembangan kecerdasan emosional santri di studi Pondok Pesantren Madrasatul Qur'an Sabak Permai Kota Siak Sri Indrapura Riau. Intellektika: Jurnal Ilmiah Mahasiswa, 3(4), 186-194. https://doi.org/10.59841/intellektika.v3i4.3078
Pranowo, T. A., Astuti, B., & Setiawati, F. A. (2026). Social-emotional learning for bullying prevention and adolescent mental well-being: A systematic review. The Open Psychology Journal, 19, e18743501427835. https://doi.org/10.2174/0118743501427835251205065937
Rahman, A. A. (2024). Peran pendidikan pesantren dalam meningkatkan kecerdasan emosional santri (Studi kasus di Pondok Pesantren Nurul Hidayah Sotek). Tarbawi: Jurnal Pendidikan Islam, 21(1), 79-89. https://doi.org/10.34001/tarbawi.v21i1.6561
Sabaruddin, Yusuf, R., Muchsin, M. A., & Masrizal. (2025). Integrating social intelligence into character-based education: A contextual learning model in modern boarding schools. Emerging Science Journal, 9, 243-267. https://doi.org/10.28991/ESJ-2025-SIED1-015
Solihin, I., Hasanah, A., & Fajrussalam, H. (2020). Core ethical values of character education based on Islamic values in Islamic boarding schools. International Journal on Advanced Science, Education, and Religion, 3(2), 21-33. https://doi.org/10.33648/ijoaser.v3i2.51
Syarifuddin, U. K. (2023). Pelatihan hardness berbasis bimbingan dan konseling di kalangan santri Pondok Pesantren Darul Arqam Sawangan Depok. Jurnal Pengabdian Kepada Masyarakat, 29(2), 249–258. https://doi.org/10.24114/jpkm.v29i2.42438
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
Yeager, D. S. (2017). Social and emotional learning programs for adolescents. The Future of Children, 27(1), 73-94. https://doi.org/10.1353/foc.2017.0004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ibrahim Ibrahim, Suriani Abbas, Sagita Ramadhana, Hasruddin Nur, Abdul Majid
This work is licensed under a Creative Commons Attribution 4.0 International License.
