The Development of “Emotion Faces” as a Visual Tool for Facilitating Emotion Regulation Among Primary School Students

Authors

  • Agnely Risqy Aulia Universitas Negeri Surabaya
  • Yohana Wuri Satwika Universitas Negeri Surabaya

DOI:

https://doi.org/10.52366/edusoshum.v6i1.178

Abstract

motional difficulties among elementary school students often hinder learning processes and classroom interactions. Many students struggle to recognize, express, and regulate their emotions due to limited emotional vocabulary and inadequate coping mechanisms. This study aims to develop and implement a visual-based educational media called “Emotion Faces” to support emotional regulation in elementary school students. The research employed a descriptive qualitative method and was conducted at SDN Ketintang II/410 Surabaya during the implementation of the Kampus Mengajar Program. Data were collected through participatory observation, informal interviews, and documentation involving 30 students from grades IV and V, along with two classroom teachers. The results indicate that the use of “Emotion Faces” helped students better identify their emotions and express them through visual symbols such as facial drawings and color. Teachers also reported improved understanding of students’ emotional states and classroom climate. This study concludes that simple, low-cost, and creative media can be effective in fostering emotional literacy and regulation among young learners in the classroom setting.

References

Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88–103.

Calderon, M., Tan, M., & Baker, S. (2021). Contextualizing SEL in low- and middle-income countries. International Journal of Educational Development, 84, 102421.

CASEL. (2015). Effective Social and Emotional Learning Programs: The CASEL Guide. Collaborative for Academic, Social, and Emotional Learning.

Cipriano, C., Bottiani, J., & Raver, C. C. (2023). Embedding SEL into classroom practices in low-resource schools. Contemporary School Psychology, 27(1), 12–26.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.

Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2012). How preschoolers’ social–emotional learning predicts their early school success: Developing theory-promoting, competency-based assessments. Infant and Child Development, 21(1), 66–88.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432.

Ebersöhn, L. (2020). Resilient classrooms in challenging contexts: The role of culturally responsive SEL. Journal of Education for Teaching, 46(2), 224–239.

Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6(3–4), 169–200.

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828.

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Basic Books.

Garner, P. W. (2010). Emotional competence and its influences on teaching and learning. Educational Psychology Review, 22(3), 297–321.

Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299.

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26.

Jalongo, M. R. (2014). Young Children and Picture Books (2nd ed.). National Association for the Education of Young Children.

Kemendikbudristek. (2023). Pedoman Program Kampus Mengajar Angkatan 8. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Kress, G., & van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design (2nd ed.). Routledge.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. SAGE Publications.

Malchiodi, C. A. (2015). Creative Interventions with Traumatized Children (2nd ed.). Guilford Press.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544.

Raver, C. C., Garner, P. W., & Smith-Donald, R. (2012). The roles of emotion regulation and emotion knowledge for children's academic readiness. Child Development Perspectives, 6(3), 224–230.

Schonert-Reichl, K. A., & Roeser, R. W. (2016). Handbook of Mindfulness in Education: Integrating Theory and Research into Practice. Springer.

Spradley, J. P. (1980). Participant Observation. Holt, Rinehart and Winston.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Yu, Y., & Gamble, W. C. (2022). Visual self-expression and emotional awareness in primary school students. Childhood Education, 98(1), 48–54.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2007). Building Academic Success on Social and Emotional Learning: What Does the Research Say? Teachers College Press.

Downloads

Published

2025-06-28

How to Cite

Aulia, A. R., & Satwika, Y. W. (2025). The Development of “Emotion Faces” as a Visual Tool for Facilitating Emotion Regulation Among Primary School Students. Edusoshum : Journal of Islamic Education and Social Humanities, 6(1), 40–50. https://doi.org/10.52366/edusoshum.v6i1.178

Issue

Section

Articles