Social-Emotional Development of Primary School Students in Thematic Learning

Abstract

Learning in primary schools still tends to focus more on cognitive achievement than on the development of students’ social-emotional skills, resulting in these aspects not being optimally developed. This study aims to examine the social-emotional development of primary school students within thematic learning based on a review of relevant literature. The research employed a library research method with a qualitative approach, involving the examination and analysis of books, national and international journal articles, and scholarly documents related to thematic learning and students’ social-emotional development. The findings indicate that thematic learning plays a strategic role in supporting students’ social-emotional development through collaborative activities, social interaction, and meaningful learning experiences. Thematic learning is also consistent with developmental and learning theories that emphasize the importance of social interaction, emotional regulation, and student-centered learning. The implications of this study highlight the need for teachers and schools to systematically integrate social-emotional development into the planning and implementation of thematic learning in order to create a learning process that is oriented toward character building in primary school students.