Kompetensi Sosial Emosional, Pola Asuh, Kolaborasi Rumah dan Sekolah dalam Karakter Tanggung Jawab Siswa Sekolah Dasar

Latifah Subekti; Fathurrohman Fathurrohman

doi:10.51574/judikdas.v5i4.5995

Authors

Latifah Subekti Universitas Negeri Yogyakarta
Fathurrohman Fathurrohman Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.51574/judikdas.v5i4.5995

Keywords:

Kompetensi Sosial Emosional, Pola Asuh, Kolaborasi Rumah dan Sekolah, Karakter Tanggung Jawab

Abstract

Tanggung jawab merupakan luaran karakter inti pada pendidikan dasar, tetapi kajian tentang kompetensi sosial emosional (KSE), pola asuh, dan kolaborasi rumah dengan sekolah berkembang terpisah. Tinjauan literatur sistematis ini, yang dilaporkan menurut PRISMA 2020, menelaah keterkaitan ketiga faktor itu dengan tanggung jawab siswa SD pada pembelajaran Pendidikan Pancasila. Penulis menelusuri artikel tahun 2023–2026 pada Scopus dan Google Scholar, lalu menyintesis 55 artikel dari jurnal terindeks Scopus atau Sinta 1–3 dengan sintesis naratif tematik. KSE dan fungsi eksekutif berkaitan dengan regulasi emosi dan pengambilan keputusan yang bertanggung jawab, dengan efek yang dipengaruhi mutu pelaksanaan program dan iklim kelas. Pola asuh demokratis (authoritative) yang mendukung otonomi paling konsisten berkaitan dengan internalisasi tanggung jawab di rumah, meskipun efeknya kecil dan bukti terbanyak berupa korelasi, sedangkan keterbatasan waktu orang tua dan penggunaan smartphone tanpa pengawasan melemahkannya. Komunikasi rumah–sekolah yang terstruktur dan Projek Penguatan Profil Pelajar Pancasila (P5) tampak menyelaraskan nilai di kedua lingkungan, tetapi bukti langsungnya terbatas. Karena banyak studi tidak mengukur tanggung jawab secara langsung, sintesis ini bersifat interpretatif. Tinjauan ini memetakan temuan ke komponen kemampuan, motivasi, dan kesempatan yang diadaptasi dari model COM-B, kerangka yang masih perlu diuji pada penelitian berikutnya.

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