Analysis of Student’s Psychological Development in the Implementation of Teacher Learning Strategies at SDN Sumberjo 02

Abstract

Students’ psychological development is one aspect that must be considered when implementing learning strategies in elementary schools, as it is closely related to student engagement during the learning process. This study aims to analyze students’ psychological development including emotional aspects, motivation, social interaction, self confidence, and concentration and to describe how teachers apply learning strategies in response to students’ psychological conditions at SDN Sumberjo 02. The study employs a qualitative approach using a descriptive research design. Data were collected through observation, semi structured interviews, a supplementary questionnaire administered to 10 students, and documentation. Data validity was assessed through source and technique triangulation, while data analysis was conducted through the stages of data reduction, data presentation, and the drawing and verification of conclusions. The results of the study indicate that students’ psychological conditions exhibit diverse characteristics. Some students demonstrated positive conditions in terms of motivation, social interaction, and the courage to ask questions, while others still required support particularly in developing self confidence, managing anxiety related to assessments, and maintaining concentration during learning. Teachers responded to this diversity by implementing adaptive learning strategies, such as positive reinforcement, cooperative learning, the use of media and varied activities, and gradual guidance. The research findings indicate that understanding students’ psychological conditions is a key consideration for teachers in determining learning strategies. Thus, adaptive, humanistic, and responsive learning strategies that account for students’ psychological conditions are necessary to create a learning process that optimally supports student engagement and learning needs.