EVALUASI GERAKAN SEKOLAH MENYENANGKAN MELALUI METODE SOCIAL EMOTIONAL LEARNING (SEL) SELAMA PANDEMI COVID-19 DI SDN REJODANI SLEMAN

This study was conducted to determine the process of implementing SEL carried out by the school with parents towards students during the covid-19 pandemic, to determine the effectiveness of the context, input, process, product of the Fun School Movement Program Social Emotional Learning (SEL) method during the covid-19 pandemic and to find out the overall effectiveness of the Fun School Movement program at SDN Rejodani Sleman. This research was conducted to determine implementing social-emotional learning (SEL) carried out by the school with parents towards students during the covid-19 pandemic. Furthermore, this study analyzes the effectiveness of the context, input, process, product (CIPP) of the Fun School Movement Program Social Emotional Learning (SEL) method during the covid-19 pandemic and the program's overall effectiveness at SDN Rejodani Sleman. This research is evaluative research using a qualitative descriptive approach. Data collection techniques were carried out using observation, interviews, and documentation methods. The data obtained in this study include interviews conducted with school principals, grade 1 and 4 teachers, parents of students, observations regarding activities carried out and the school environment, documentation regarding the process of implementing activities, and other supporting matters. Analysis of the data in this research as expressed by Miles and Huberman. In testing the validity of the data using data triangulation techniques. The results showed that implementing Social Emotional Learning (SEL) by schools and parents was well established. Teachers and parents can monitor children's learning processes through daily activities and daily journals made by students as media and results during the learning process at home. The evaluation results using CIPP found that: First, in context evaluation, the school has provided facilities and a pleasant learning environment. Therefore, the goals of the program can be felt by the school community. They can express, create, and create a positive atmosphere in the school. Second, schools have provided competent human resources, adequate facilities and infrastructure, and sufficient budget in evaluating inputs. Procedures and rules made in the implementation of the program have been followed. Third, in the evaluation process, the interaction between teachers and students has gone both ways. The program implementation has been following the established procedures, the methods used are effective, and the facilities and infrastructure have been used optimally. Fourth, in product evaluation, the Fun School Movement Program results were in the form of daily journaling, teacher challenges for student work, and student achievement awards. Thus, overall the Fun School Movement Program can be said, three of the four components stated are optimally achieved