Analisis Perkembangan Sosial Emosional Peserta Didik Fase C dalam Komunikasi Teman Sebaya
DOI:
https://doi.org/10.26811/didaktika.v10i1.2043Abstract
The social-emotional development of phase C students demonstrates significant diversity in peer communication abilities. This study aims to describe the social-emotional development of phase C students in communicating with peers at SDN Cinangsi 03 Gandrungmangu Cilacap. A qualitative approach with descriptive phenomenological design was employed to explore students' subjective experiences in depth. Research subjects consisted of six grade V and VI students aged 10—12 years purposively selected based on communication ability variations, three classroom teachers, and six parents. Data were collected through in-depth interviews, participatory observation, and documentation study, then analyzed using descriptive phenomenological analysis through stages of bracketing, horizonalization, cluster of meaning, and textural-structural description. Findings indicate that phase C students have developed self-awareness, emotional regulation, motivation, empathy, and social skills reflected in their daily communication patterns, albeit at varying levels across individuals. This study provides empirical evidence that effective communication indicators do not develop uniformly, but are strongly shaped by social-emotional maturity and peer interaction context in rural elementary schools. These findings affirm the need for systematic social emotional learning (SEL) programs and individualized guidance as an integral part of elementary school learning.
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