Teacher Strategies for Building Student Self-Confidence and Managing Emotions in Natural and Social Sciences Learning

Abstract

Students' emotional states and self-confidence play a role in their engagement during the learning process. This study aims to describe teachers' strategies for managing emotional states and building student self-confidence to create active and enjoyable Natural and Social Sciences lessons in elementary school. A descriptive qualitative approach was employed at SDN 1 Bendo, Blitar City, with data collected through observation, interviews, and documentation. Data analysis involved data reduction, data presentation, and conclusion drawing. The results indicate that emotional management is achieved through mood checks, observation of expressions and behavior, personal communication, and allowing students time to stabilize their emotions. Self-confidence is fostered by involving quiet students in practical activities, providing gradual opportunities for them to perform or present, and offering positive reinforcement through praise and appreciation. Teachers also utilize hands-on practice, concrete learning aids, environmental observation, videos, and group learning to create an active and enjoyable learning atmosphere. Heterogeneous grouping is used to encourage interaction and cooperation among students. The findings demonstrate that integrating emotional management, confidence-building, and active learning creates a more conducive learning environment and encourages students to participate confidently. Thus, Natural and Social Sciences instruction needs to address emotional aspects and self-confidence as integral parts of holistic student development.