eprintid: 75816
rev_number: 10
eprint_status: archive
userid: 12460
dir: disk0/00/07/58/16
datestamp: 2026-03-30 08:21:09
lastmod: 2026-03-30 08:21:09
status_changed: 2026-03-30 08:21:09
type: thesis
metadata_visibility: show
contact_email: muh.khabib@uin-suka.ac.id
creators_name: Endang Setyowati, NIM.: 22104030054
title: STRATEGI KOMUNITAS SEKOLAH MARJINAL DALAM MENGEMBANGKAN KETERAMPILAN SOSIAL-EMOSIONAL ANAK MARGINAL DI KLEDOKAN BABARSARI SLEMAN
ispublished: pub
subjects: 371.36
divisions: pa_uds1
full_text_status: restricted
keywords: Strategi Komunitas Sekolah Marjinal, Keterampilan Sosialemosional,
Anak Marginal, Faktor Pendukung Dan Penghambat, Upaya Solutif
note: Fahrunnisa, M.Psi.
abstract: Social-emotional skills are essential abilities that help children interact with
others, manage emotions, and adapt to their social environment. Marginalized
children often face limited family, social, and educational support, which affects
their social-emotional development. This study aims to describe the strategies
implemented by the Marginal School Community (KSM) in developing the socialemotional
skills of marginalized children, to identify the supporting and inhibiting
factors in its implementation, and to analyze the efforts undertaken to overcome
these obstacles. This research employed a descriptive qualitative approach with data
collection techniques including observation, in-depth interviews, and
documentation. Data analysis was conducted inductively through data reduction,
data display, and conclusion drawing. The results show that the strategies
implemented by KSM include initial assessment of children’s needs, flexible
learning activity planning, the application of humanistic and participatory learning
approaches, and continuous evaluation. Supporting factors consist of parental and
community support, volunteer involvement, internal coordination between
administrators and volunteers, the mentoring foster sibling program, a daily leader
system, a positive learning environment, and children’s participation. Meanwhile,
inhibiting factors include weather and physical environmental conditions,
fluctuating emotional dynamics of children, miscommunication, activity breaks,
and limited facilities. The solution efforts carried out include adjusting activities
according to field conditions, individual mentoring through the peer companion
child friend program, strengthening coordination with the surrounding community,
and modifying learning programs and materials. The findings indicate positive
impacts, including increased self-confidence, improved cooperation skills, better
emotional regulation, more positive social attitudes, and the creation of an inclusive
learning environment for marginalized children.
date: 2026-01-21
date_type: published
pages: 310
institution: UIN SUNAN KALIJAGA YOGYAKARTA
department: FAKULTAS ILMU TARBIYAH DAN KEGURUAN
thesis_type: skripsi
thesis_name: other
citation:   Endang Setyowati, NIM.: 22104030054  (2026) STRATEGI KOMUNITAS SEKOLAH MARJINAL DALAM MENGEMBANGKAN KETERAMPILAN SOSIAL-EMOSIONAL ANAK MARGINAL DI KLEDOKAN BABARSARI SLEMAN.  Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.   
document_url: https://digilib.uin-suka.ac.id/id/eprint/75816/1/22104030054_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
document_url: https://digilib.uin-suka.ac.id/id/eprint/75816/2/22104030054_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf