Eksplorasi Pengalaman Guru dalam Mengobservasi Emosi Anak untuk Mendukung Pembelajaran yang Responsif terhadap Kebutuhan Anak

Abstract

Primary education demands more than mere academic delivery; it requires profound emotional awareness. This study explores how teachers observe and respond to students' emotional states to create a responsive learning environment. The research employed a qualitative phenomenological approach, utilizing data from a systematic literature review and in-depth interviews with a primary school teacher regarding classroom dynamics and emotional observation practices. Findings indicate that teachers employ an "empathy radar"—monitoring non-verbal cues such as tone, body language, and focus—to gauge students' emotional states. Significant challenges include balancing rigid curriculum targets with the emotional needs of students, who are increasingly prone to boredom and anxiety due to excessive digital exposure and high expectations from parents. Teachers successfully mitigate these issues by implementing responsive strategies such as ice-breaking activities, personal engagement, and flexibility in assignment formats to ensure students feel heard and valued. The study concludes that effective teaching is no longer defined solely by curriculum completion but by the ability to manage emotional dynamics. Teachers must act as emotional companions to facilitate safe and supportive learning environments for their students.