Anita Dewi Utami, Intan Sari Rufiana, Ramdhan Fazrianto Suwarman, Tomi Listiawan, Sinta Agustin Ningseh
The CASEL framework emphasizes five core social and emotional skills that individuals must master: self-awareness, emotional management, social skills, social responsibility, and ethical decision-making. The objective of this study is to analyze the social and emotional competencies of pre-service teacher education students from the Pre-service Teacher Professional Education (PPG) program during their teaching practicum at one of the schools in East Java province, Indonesia. This research employs a descriptive qualitative method, with the research subjects being pre-service teachers currently engaged in their teaching practicum at one of the schools in East Java province, Indonesia. Data analysis in this study follows the Miles and Huberman model, starting with data reduction, followed by data display, and concluding with drawing and verifying conclusions. The findings indicate that the students have applied the CASEL framework in their teaching practices. For self-awareness, pre-service teachers prompted students to write reflections on their learning experiences after each lesson. In terms of emotional management, they facilitated discussions with students about factors that disrupt their concentration and collaborated on strategies to overcome these distractions. Concerning social skills, the pre-service teachers encouraged students to form teams to complete project assignments. For social responsibility, they guided students to establish classroom rules that outline the rights and responsibilities of each student during lessons. Finally, regarding ethical decision-making, the pre-service teachers involved students in group learning games, encouraging them to discuss and strategize collaboratively as a team. © 2025 American Institute of Physics Inc.. All rights reserved.
Department of Mathematics, Universitas Negeri Malang, Malang, Indonesia; Postgraduate School, Universitas Negeri Malang, Malang, Indonesia
