Publisher

STAI HUBBULWATHANSTAI HUBBULWATHAN

Journal Al-Ishlah: Jurnal PendidikanAl-Ishlah: Jurnal Pendidikan Abstract

Mathematical problem-solving skills among elementary school students in Indonesia remain below expected standards according to international and national assessments. Limited emotional regulation and insufficient internalization of positive values are identified as contributing factors. Integrating social-emotional approaches into mathematics learning is therefore essential. This study examined the effectiveness of an emotional coaching program integrating mindfulness practices and Living Values Education (LVE) enhancing students mathematical problem-solving abilities. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved a pretest–posttest design with 25 fourth-grade students selected through purposive sampling at an elementary school in Cirebon, Indonesia. Students mathematical problem-solving skills were measured using a structured test and analyzed using a paired sample t-test. The qualitative phase consisted of semi-structured interviews analyzed thematically to explore students emotional regulation, learning focus, and problem-solving strategies. The results showed a statistically significant improvement in students mathematical problem-solving performance following the intervention. Qualitative findings indicated enhanced emotional regulation, increased concentration, and the use of more reflective problem-solving strategies. Mindfulness practices contributed to students self-awareness and emotional calmness, while Living Values Education fostered responsibility, patience, and cooperation in learning. The findings indicate that emotional coaching grounded in mindfulness and Living Values Education effectively supports both cognitive and emotional development, offering a holistic approach to improving elementary students mathematical problem-solving skills.

Conclusion

The study demonstrates a significant improvement in students mathematical problem-solving abilities following the implementation of an emotional coaching program integrating mindfulness and Living Values Education.Qualitative data revealed enhanced emotional regulation, increased concentration, and the adoption of more reflective problem-solving strategies among students.These findings suggest that a holistic approach, combining cognitive and emotional development, is effective in improving mathematical skills in elementary school students.

Future Research

Future research should investigate the long-term effects of integrating mindfulness and Living Values Education into mathematics curricula to determine if the observed improvements in problem-solving skills are sustained over time. Additionally, studies could explore the effectiveness of this approach across diverse student populations and educational settings, considering factors such as socioeconomic background and learning styles. Finally, research is needed to examine the role of teacher training in effectively implementing mindfulness-based emotional coaching and LVE, focusing on developing teachers capacity to facilitate emotional regulation and value internalization within the mathematics classroom. These investigations should aim to provide a more comprehensive understanding of how to best support students cognitive and emotional growth in mathematics, ultimately leading to improved learning outcomes and a more positive attitude towards the subject.

References

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2. Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Dasar | Jurnal Educatio FKIP UNMA. kemampuan pemecahan... ejournal.unma.ac.id/index.php/educatio/article/view/4609Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Dasar Jurnal Educatio FKIP UNMA kemampuan pemecahan ejournal unma ac index php educatio article view 4609
3. PELATIHAN EMOTION COACHING UNTUK MENINGKATKAN PENGETAHUAN DAN KETERAMPILAN ORANG TUA DALAM MERESPON MOMEN... doi.org/10.21831/jpa.v7i1.24444PELATIHAN EMOTION COACHING UNTUK MENINGKATKAN PENGETAHUAN DAN KETERAMPILAN ORANG TUA DALAM MERESPON MOMEN doi 10 21831 jpa v7i1 24444
4. Analisis Penerapan Mindfulness dalam Pembelajaran Siswa Sekolah Dasar | JIIP - Jurnal Ilmiah Ilmu Pendidikan.... jiip.stkipyapisdompu.ac.id/jiip/index.php/JIIP/article/view/1630Analisis Penerapan Mindfulness dalam Pembelajaran Siswa Sekolah Dasar JIIP Jurnal Ilmiah Ilmu Pendidikan jiip stkipyapisdompu ac jiip index php JIIP article view 1630

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