INTEGRASI PEMBELAJARAN SOSIAL EMOSIONAL BERBASIS CASEL DALAM BOLA BASKET SEKOLAH DASAR

Abstract

This study aimed to improve sportsmanship, cooperation, emotion regulation, and basketball passing and dribbling learning outcomes through CASEL-based social and emotional learning in fifth-grade students at SDN 24 Mataram. Collaborative classroom action research was conducted in two cycles involving 35 students in the 2026/2027 academic year. Each cycle comprised planning, action, observation, and reflection. The intervention integrated emotional check-ins, classroom agreements, cooperative practice, positive communication, equitable playing opportunities, and reflection. Data were collected through social-emotional observation scales, passing and dribbling assessments, field notes, and documentation, and were analysed descriptively. Success required at least 85% of students to achieve a skill score of 75 or higher and each social-emotional aspect to reach 85% of its maximum observation score. Sportsmanship increased from 67.0% at baseline to 79.1% in Cycle I and 89.7% in Cycle II; cooperation increased from 65.4% to 79.1% and 89.7%; and emotion regulation increased from 62.3% to 76.0% and 86.6%. Mean skill scores rose from 73.86 to 77.60 and 81.83, while mastery increased from 37.14% to 60.00% and 88.57%. All success criteria were met in Cycle II. Within the class studied, integrating CASEL-based routines accompanied improvements in social-emotional behaviour and basketball skills. The findings indicate contextual instructional improvement rather than an isolated causal effect of the intervention.