Emotional Learning and Neuroeducative Principles for Empathy Development: A Phenomenological Study

Abstract

Learning in elementary schools remains predominantly focused on cognitive aspects, leaving the emotional dimensions that significantly influence students' empathy and character development unmanaged as an integral part of the learning process. As a result, issues such as low social sensitivity, limited learning engagement, and weakened intrinsic motivation persist. This study employs a qualitative method with a phenomenological approach, involving eight students, three teachers, and the school leader as research subjects. The study focuses on the emotional learning experiences of students and the neuroeducational practices of teachers. The research was conducted at SDI Ibadurrahman Blitar. Data were collected through in-depth interviews, classroom observations, and documentation. Data validity was ensured through source triangulation, technique triangulation, member checking, and bracketing. Data analysis was conducted through horizontalization, which involved reducing and developing essential themes. This study aims to analyze how students' emotional experiences during learning contribute to the formation of empathy and character, as well as how teachers understand and apply neuroeducational principles to create a learning environment that supports such development. The findings show that a favorable emotional climate, collaborative learning, routine reflection, and teacher role modeling are effective in activating emotional regulation, increasing learning motivation, fostering empathy, and shaping students' prosocial character.Pembelajaran di Sekolah Dasar masih berfokus pada aspek kognitif, sehingga dimensi emosional yang sesungguhnya memengaruhi empati dan karakter siswa belum dikelola sebagai bagian integral dari proses belajar, sehingga memunculkan masalah rendahnya kepekaan sosial, keterlibatan belajar, dan motivasi intrinsik. Penelitian ini bertujuan untuk menganalisis bagaimana pengalaman emosional siswa selama pembelajaran berkontribusi pada pembentukan empati dan karakter, serta bagaimana guru memaknai dan menerapkan prinsip-prinsip neuroedukatif dalam menciptakan lingkungan belajar yang mendukung perkembangan tersebut. Penelitian ini menggunakan metode kualitatif dengan pendekatan fenomenologi, melibatkan murid, guru, dan pimpinan sekolah sebagai subjek penelitian, sedangkan objek penelitian adalah pengalaman emosional siswa dan praktik neuroedukatif guru. Data dikumpulkan melalui wawancara mendalam, observasi kelas, dan dokumentasi, sedangkan keabsahan data diuji melalui triangulasi sumber, triangulasi teknik, member checking, dan bracketing; analisis data dilakukan melalui horizontalization, reduksi makna, dan penyusunan tema-tema esensial. Hasil penelitian menunjukkan bahwa iklim emosional positif, pembelajaran kolaboratif, refleksi rutin, dan keteladanan guru efektif dalam mengaktifkan regulasi emosi, meningkatkan motivasi belajar, menumbuhkan empati, serta membentuk karakter prososial siswa, sementara guru memaknai neuroeducation sebagai pendekatan pembelajaran humanis berbasis keamanan psikologis. Penelitian ini memiliki keterbatasan karena konteks hanya satu sekolah dan tidak mengukur perubahan karakter secara kuantitatif. Penelitian lanjutan disarankan memperluas konteks sekolah, menggunakan mixed methods, serta memasukkan faktor keluarga untuk memperkaya kajian neuroeducation dalam penguatan karakter siswa