Abstract
This study aims to explore the pattern of Social-Emotional Learning (SEL) in a mathematics lesson at an alternative elementary school in Indonesia. This qualitative case study involved school principal, teachers, and students, recruited using purposive sampling technique. Data were collected using observation, interviews, and document analysis. The latter was done following a model proposed by Creswell, consisting of raw data, organize and prepare the data for analysis, reading through all the data, coding all data, interrelating themes/description, and interpreting the meaning of themes/description. This study concludes that the SEL implementation pattern at the alternative elementary school consisted of a supportive classroom climate, integration of SEL into academic instruction, and explicit SEL instruction. A supportive classroom climate includes a physically healthy environment, cooperative and responsive interactions, a comfortable learning atmosphere, and respect for cultural diversity. Integration of SEL into academic instruction involves activities such as games, case studies, projects, self-reflection, group discussions, individual mentoring, structured assignments, and peer tutoring. Explicit SEL instruction refers to dedicated programs that must be implemented in a routine, active, focused, and explicit manner. Therefore, it is important to implement SEL in mathematics lessons systematically and responsively to support students’ social-emotional development and holistically improve their achievement.
Keywords: Alternative Elementary School, Holistic Approach, Mathematics Lesson, Social-Emotional Learning (SEL).