Emotion Regulation Strategies To Enhance Intelligence In Elementary School Children
DOI:
https://doi.org/10.58223/aqlamuna.v2i1.383Keywords:
Emotional development, Learning, IntelligenceAbstract
Every child possesses unique characteristics shaped by various factors, such as self-reaction, developmental challenges, and environmental influences. Consequently, children often display a range of behaviors, including sadness, anger, aggression, and learning difficulties. This study focuses on the impact of emotional development on elementary school students. Employing a literature review approach, this research analyzes and interprets content from multiple sources. The findings emphasize the importance of addressing various aspects of elementary school children's lives, including their health, family dynamics, peer relationships, parental aspirations, as well as the guidance and educational approaches provided to them. Furthermore, emotional balance is considered crucial and can be achieved through environmental control and the development of skills to manage and respond to emotions in a balanced manner.
References
Arafat, G. (2018). Membongkar Isi Pesan dan Media dengan Content Analysis Gusti Yasser Arafat UIN Antasari Banjarmasin. Jurnal Alhadrah, 17 (33), 32–48.
Arikunto, S. (2016). Prosedur Penelitian: Suatu Pendekatan Praktik. Rineka Cipta.
Darmiah. (2020). Perkembangan dan Faktor- Faktor yang Mempengaruhi Anak Usia MI. Pionir: Jurnal Pendidikan, 8(2).
Fajri, A. (2021). Strategi Pengendalian Emosi Pada Anak Usia Sekolah Dasar Untuk Mendukung Kecerdasannya. Jurnal Kajian Dan Pengembangan Umat, 4(1).
Febiola, S., & Hazizah, N. (2019). Peran Keluarga dalam Menangani Emosi Negatif dan Pembentukan Karakter Anak Usia Dini. https://doi.org/10.31227/osf.io/94t6h
Hidayati, N. I. (2014). Pola Asuh Otoriter Orang Tua, Kecerdasan Emosi, Jurnal Psikologi Indonesia, 3(01).
Hm, E. M. (2016). Mengelola kecerdasan emosi. Tadrib, 2(2), 198-213.
Maria, I., & Amalia, E. R. (2018). Perkembangan Aspek Sosial- Emosional dan Kegiatan Pembelajaran yang Sesuai untuk Anak Usia 4-6 Tahun. https://doi.org/10.31219/osf.io/p5gu8
Novi Ade Suryani. (2019). Kemampuan Sosial Emosional Anak Melalui Permainan Raba-Raba Pada PAUD Kelompok A. Potensia, 4(2), 141–150.
Rena, S. (2019). Mekanisme Respon Stres: Konseptualisasi Integrasi Islam Dan Barat. Psikis: Jurnal Psikologi Islami, 5(1), 48–61. https://doi.org/10.19109/psikis.v5i1.3 116
Sari, P. P., Sumardi, S., & Mulyadi, S. (2020). Pola Asuh Orang Tua Terhadap Perkembangan Emosional Anak Usia Dini. Jurnal PAUD Agapedia, 4(1), 157–170.
Setiani, R. E. (2013). Memahami Pola Perkembangan Motorik Pada Anak Usia Dini. INSANIA: Jurnal Pemikiran Alternatif Kependidikan, 18(3), 455–470. https://doi.org/10.24090/insania.v18i3. 1472
Syamsu, Y. L. (2014). Psikologi Perkembangan Anak dan Remaja. Remaja Rosdakarya.
Wigati, I. (2013). Teori kompensasi marah dalam perspektif psikologi islam. Ta'dib: Jurnal Pendidikan Islam, 18(02), 193-214.
Yanti Fauziah, P. (2005). Pengembangan Kecerdasan Emosi Anak Sejak Dini. Diklus: Jurnal Pendidikan Luar Sekolah, 10(5), 73–86.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4975098/
https://www.lovetoknow.com/life/relationships/understanding-family-dynamics-their-impact
https://www.rwjf.org/en/insights/our-research/2018/11/with-a-little-help-from-my-friends--the-importance-of-peer-relationships-for-social-emotional-development.html
https://www.apa.org/news/press/releases/2022/03/parental-expectations-perfectionism
https://www.edutopia.org/video/5-keys-successful-social-and-emotional-learning/
