STRATEGI KOMUNITAS SEKOLAH MARJINAL DALAM MENGEMBANGKAN KETERAMPILAN SOSIAL-EMOSIONAL ANAK MARGINAL DI KLEDOKAN BABARSARI SLEMAN

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.

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	Text (STRATEGI KOMUNITAS SEKOLAH MARJINAL DALAM MENGEMBANGKAN KETERAMPILAN SOSIAL-EMOSIONAL ANAK MARGINAL DI KLEDOKAN BABARSARI SLEMAN) 22104030054_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (16MB) | Request a copy

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.

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