Sekolah Ceria: Edukasi Kesehatan Mental dan Pengenalan Emosi Menggunakan Emoji bagi Siswa Kelas V SDN 1 Way Lunik

Dalman Dalman; Citra Wahyuni; Jantomi Wahyu Wibawa

doi:10.70609/i-com.v5i3.8050

Authors

Dalman Dalman Universitas Muhammadiyah Lampung, Indonesia
Citra Wahyuni Universitas Muhammadiyah Lampung, Indonesia
Jantomi Wahyu Wibawa Universitas Muhammadiyah Lampung, Indonesia

DOI:

https://doi.org/10.70609/i-com.v5i3.8050

Keywords:

mental health, , Participatory Learning and Action, emoji, , emotional expression, fifth-grade students

Abstract

Kesehatan mental berperan penting dalam mendukung kemampuan belajar dan perkembangan sosial-emosional anak, namun banyak siswa sekolah dasar belum memahami cara menjaganya maupun mengekspresikan emosi secara tepat. Kegiatan pengabdian ini dilaksanakan di SDN 1 Way Lunik dengan 25 siswa kelas V. Tujuannya meningkatkan pengetahuan kesehatan mental, membantu siswa mengenali emosi, dan menciptakan suasana belajar yang menyenangkan. Metode yang digunakan adalah Participatory Learning and Action (PLA) melalui penyuluhan, diskusi interaktif, permainan edukatif, serta aktivitas mengenali emosi menggunakan emoji. Evaluasi dilakukan dengan pre-test dan post-test untuk mengukur pemahaman siswa. Hasil menunjukkan peningkatan skor rata-rata dari 56% menjadi 88%, yang menandakan adanya peningkatan pengetahuan dan kemampuan mengenali emosi. Kegiatan ini juga memberi kontribusi praktis bagi guru dengan menambah wawasan mengenai pentingnya pemantauan kesehatan mental dan strategi sederhana dalam mendukung kesejahteraan psikologis siswa.

References

Allaham, S., Kumar, A., Morriss, F., Lakhanpaul, M., Wilson, E., Sikorski, C., et al. (2022). Participatory learning and action (PLA) to improve health outcomes in high-income settings: A systematic review protocol. BMJ Open, 12(2), e050784. https://doi.org/10.1136/bmjopen-2021-050784

Bai, Q., Dan, Q., Mu, Z., & Yang, M. (2019). A systematic review of emoji: Current research and future perspectives. Frontiers in Psychology, 10, 2221. https://doi.org/10.3389/fpsyg.2019.02221

Brooks, H., Prawira, B., Windfuhr, K., Irmansyah, I., Lovell, K., Syarif, A. K., … Bee, P. (2022). Mental health literacy amongst children with common mental health problems and their parents in Java, Indonesia: A qualitative study. Global Mental Health, 9, 72–83. https://doi.org/10.1017/gmh.2022.5

Centers for Disease Control and Prevention. (2023). Promoting Mental Health and Well-Being in Schools: An Action Guide. U.S. Department of Health and Human Services.

Crisp, H., & Gormley, M. (2020). Emotion words and emotion regulation: The impact of vocabulary on emotion understanding in children. Child Development, 91(3), e599–e616. https://doi.org/10.1111/cdev.13302

Domitrovich, C. E., Bradshaw, C. P., & Greenberg, M. T. (2019). Social Emotional Learning and Mental Health Promotion: Theory, Research, and Practice. Annual Review of Clinical Psychology, 15, 343–368. https://doi.org/10.1146/annurev-clinpsy-050718-095845

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12648

Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation and children’s early academic success. Journal of School Psychology, 45(1), 3–19. https://doi.org/10.1016/j.jsp.2006.09.002

Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education and Development, 14(1), 101–119. https://doi.org/10.1207/S15566935EED1401_07

Humphrey, N., Lendrum, A., & Wigelsworth, M. (2018). Social and emotional learning interventions in schools in low- and middle-income countries: A review of evidence and implementation. Educational Psychology Review, 30, 83–106. https://doi.org/10.1007/s10648-017-9385-0

INTRAC. (2017). Participatory Learning and Action (PLA). INTRAC. https://www.intrac.org/app/uploads/2017/01/Participatory-learning-and-action.pdf

Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., Rodgers, B., & Pollitt, P. (1997). ‘Mental health literacy’: A survey of the public’s ability to recognise mental disorders and their beliefs about the effectiveness of treatment. Medical Journal of Australia, 166(4), 182–186. https://doi.org/10.5694/j.1326-5377.1997.tb140071.x

Kementerian Pendidikan dan Kebudayaan. (2022). Panduan Program Bimbingan dan Konseling SD/MI dalam Mendukung Kesehatan Mental Siswa. Jakarta: Kemendikbud.

Liu, S., & Li, N. (2021). Going virtual in the early years: 30-month-old toddlers recognize commonly used emojis. Infant Behavior and Development, 63, 101541. https://doi.org/10.1016/j.infbeh.2021.101541.

Menting, B., de Castro, B. O., & de Jong, P. (2021). Emotion regulation and classroom behavior following universal school-based prevention programs: A meta-analysis. Prevention Science, 22, 689–705. https://doi.org/10.1007/s11121-020-01192-7

Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education, 46(3), 277–297. https://doi.org/10.1080/0305764X.2016.1146990.

Philip, S., Datta, A., Jamir, L., Marri, A. R., Ransing, R., et al. (2024). Emojifying youth mental health research – Leveraging digital expressions in South Asia. Indian Journal of Psychiatry, 66(4), 392–395. https://doi.org/10.4103/indianjpsychiatry.indianjpsychiatry_137_24.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454

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.

World Health Organization. (n.d.). Health-promoting schools. https://www.who.int/health-topics/health-promoting-schools

Zhang, Y., Li, L., & Meng, Y. (2022). Visual emotion regulation in children: How visual cues (e.g., emoji, images) support emotional understanding. Journal of Experimental Child Psychology, 217, 105381. https://doi.org/10.1016/j.jecp.2022.105381