SOCIAL EMOTIONAL LEARNING THROUGH THE WHOLE SCHOOL APPROACH FRAMEWORK AND THE TRIKON PRINCIPLE IN THE KHD PHILOSOPHICAL VALUES TO DEVELOP STUDENTS COMMUNICATION SKILLS TOWARDS THE 21ST CENTURY
DOI:
https://doi.org/10.18623/rvd.v22.n5.3772Palavras-chave:
Social Emotional Learning, Whole School Approach, Trikon, Communication Skills, Culturally Responsive PedagogyResumo
This study explores the development and implementation of a culturally responsive strategy that integrates Social Emotional Learning (SEL), the Whole School Approach (WSA), and Trikon values from Ki Hadjar Dewantara's educational philosophy within Indonesian instruction. Using a design-based research methodology and a mixed-methods embedded design, the study was conducted across three school typologies (urban, semi-urban, and 3T) with varying levels of institutional readiness. The strategy was developed through iterative cycles and tested using both quantitative (rubric assessments, surveys) and qualitative (interviews, focus groups, student journals) instruments. Results indicated significant improvement in students' communication skills expressive, empathic, and dialogic demonstrating the adaptability and effectiveness of the SEL–WSA–Trikon model. This study contributes to localized educational innovation by embedding global SEL practices within the indigenous Trikon philosophy, offering a contextually adaptive model rarely explored in Southeast Asian education systems. The research culminates in a differentiated implementation framework that aligns with school capacity and cultural context, offering a scalable and reflective approach to 21st-century competency development in Indonesia. This model has implications for localized educational reforms and contributes to the discourse on culturally grounded SEL practices.
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