Tri Astari *

Universitas Jember, Indonesia

Nindya Nurdianasari

Universitas Jember, Indonesia

Moh. Badrus Sholeh Arif

Universitas Jember, Indonesia

Vivi Darmayanti

Universitas Jember, Indonesia

Prasetyo Adi Nugroho

Universitas Jember, Indonesia

https://doi.org/10.19184/ijece.v1i1.60010

Abstract

This community engagement program addressed Grade IIIA students' limited opportunities to identify emotions and discuss constructive responses at SDN Tegal Besar 02 Jember. The one-day program in August 2025 used an educational-participatory method comprising an emotion-themed icebreaker, visual and video explanations, three student activity-sheet tasks, guided discussion, reflection, and affirmation stickers. Process data from observations, photographs, completed worksheets, and oral responses were analyzed descriptively across four indicators: identifying six emotions, interpreting everyday responses, choosing positive calming activities, and sharing reasons. The analysis showed that students participated in drawing and labeling happiness, sadness, anger, disgust, surprise, and fear; distinguished emotions from behaviors in six situations; selected calming alternatives; and explained choices with facilitator support. The activity sheets translated abstract concepts into visual tasks, while affirmations reinforced effort. The program offers teachers an adaptable introductory model, although repeated implementation and follow-up evaluation are needed. 

Keywords: Affirmation Stickers, Elementary Students, Emotion Recognition, Emotional Literacy, Student Activity Sheets

Abstrak

Program pengabdian ini menjawab keterbatasan pengalaman siswa kelas IIIA SDN Tegal Besar 02 Jember dalam mengenali emosi dan mendiskusikan respons yang konstruktif. Kegiatan satu hari pada Agustus 2025 menggunakan metode edukatif-partisipatif melalui ice breaking, penjelasan berbasis gambar dan video, tiga tugas dalam Lembar Aktivitas Siswa, diskusi terpandu, refleksi, dan stiker afirmasi. Data proses berupa catatan observasi, foto, hasil lembar aktivitas, dan respons lisan dianalisis secara deskriptif berdasarkan empat indikator: mengenali enam emosi, memaknai respons sehari-hari, memilih aktivitas positif untuk menenangkan diri, dan membagikan alasan. Hasil analisis menunjukkan bahwa siswa terlibat menggambar dan memberi label emosi senang, sedih, marah, jijik, terkejut, dan takut; membedakan emosi dari perilaku pada enam situasi; memilih alternatif menenangkan diri; serta menjelaskan pilihan dengan dukungan fasilitator. Lembar aktivitas mengonkretkan konsep emosi, sedangkan afirmasi menguatkan usaha. Model ini dapat diadaptasi guru, tetapi memerlukan penerapan berulang dan evaluasi tindak lanjut.

Kata Kunci: Stiker Afirmasi, Siswa Sekolah Dasar, Pengenalan Emosi, Literasi Emosi, Lembar Aktivitas Siswa 

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