PERAN BOTOL EKSPRESI DALAM MENDUKUNG KESIAPAN EMOSIONAL PESERTA DIDIK SEBELUM PEMBELAJARAN : KAJIAN LITERATUR
Abstract
Emotional readiness is an essential prerequisite for students to engage optimally in learning. The expression bottle is a simple visual medium that helps students recognize and communicate their feelings before a lesson begins. This study examines the role of the expression bottle in supporting students' emotional readiness through a narrative literature review of 20 sources published between 2018 and 2026, most of them Indonesian journal articles and textbooks on social-emotional learning, emotional literacy and regulation, affect labeling, and visual media for emotion recognition. The findings suggest that the expression bottle may contribute in three ways: (1) facilitating emotional awareness through feeling labeling, (2) providing a safe space for expression, and (3) helping teachers map classroom emotional conditions before instruction. Direct evidence on expression bottles for school students remains very limited; the available support comes from similar media such as emotion bottles, emotion boxes, and emotion picture boards. Its effectiveness is expected to depend on consistent use, teacher follow-up, and a safe classroom climate. Further empirical research is needed to test its impact on elementary school students.
References
Asdhar, H. J., & Yoenanto, N. H. (2024). Efektivitas pembelajaran berbasis sosio-emosional terhadap pencapaian belajar pada siswa sekolah dasar: A literature review. Maharsi: Jurnal Pendidikan Sejarah dan Sosiologi, 6(3), 115–125. https://doi.org/10.33503/maharsi.v6i3.29
Azi, M. O. P. I., & Partiwi, A. P. (2026). Pengembangan Emobox (kotak emosi) sebagai media regulasi emosi pada anak usia 4–5 tahun. Integrative Perspectives of Social and Science Journal, 3(7), 512–519. https://ipssj.com/index.php/ojs/article/view/1724
Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144–161. https://doi.org/10.1080/00461520.2019.1614447
Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL's SEL framework: What are the core competence areas and where are they promoted? CASEL.
Cyntia, Apriliya, S., & Respati, R. (2019). Literasi emosi peserta didik sekolah dasar. Pedadidaktika: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 6(2), 308–317.
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11–12), 765–782. https://doi.org/10.1037/bul0000383
Fauzia, W., Kaenah, K., & Nurkholifah, S. (2026). Pengembangan papan gambar emosi sebagai media pengenalan dan pengelolaan diri anak usia 5–6 tahun. AKADEMIK: Jurnal Mahasiswa Humanis, 6(2), 627–639.
Hairani, S., Neviyarni, N., & Irdamurni, I. (2021). Ruang lingkup perkembangan emosi siswa sekolah dasar. Jurnal Pendidikan Tambusai, 5(1), 1829–1835.
Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion, 20(1), 105–109.
Humeiroh, N. A., Azzahra, N. S., Fadila, N. D., Mawaddah, N. A., Kamelia, N. D., & Iskandar, S. (2025). Peran guru dalam mengidentifikasi emosi siswa sekolah dasar dan implementasi EmotioNotes sebagai strategi pengelolaan kelas. Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan, 6(2), 4. https://doi.org/10.17977/um065.v6.i2.2026.4
Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54(3), 185–204. https://doi.org/10.1080/00461520.2019.1633924
Kharisma, D. S., & Kusumastuti, A. D. (2025). Sosialisasi dan edukasi pengelolaan emosi melalui media botol emosi kepada mahasiswa. Kolaborasi: Jurnal Hasil Kegiatan Kolaborasi Pengabdian Masyarakat, 3(2), 1–6. https://doi.org/10.62383/kolaborasi.v3i2.491
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
Majidah, I. Z., & Ahmadi, A. (2024). Pembelajaran sosial emosional: Menghadirkan pendidikan yang berpihak kepada siswa melalui Kurikulum Merdeka. Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya, 8(4), 579–596. https://doi.org/10.30872/jbssb.v8i4.15224
Moningka, C. (2022). Buku ajar mata kuliah inti pembelajaran sosial emosional. Direktorat Jenderal Guru dan Tenaga Kependidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Nailiah, I. M., Apriliya, S., & Mulyadiprana, A. (2023). Saya senang, tapi sedih juga.... Studi literasi emosi peserta didik sekolah dasar dalam pembelajaran. COLLASE (Creative of Learning Students Elementary Education), 6(5), 908–916. https://doi.org/10.22460/collase.v6i5.18354
Nuraeni, I., Kholillah, M. K., Ani, N., Lestari, R., & Rostika, D. (2023). Mengintegrasikan pembelajaran sosial dan emosional pada pembelajaran di sekolah dasar. Cermin: Jurnal Penelitian, 7(2), 449–458. https://doi.org/10.36841/cermin_unars.v7i2.3901
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Sujarwo, S., & Yuniarsa, R. (2026). Strategi peningkatan regulasi emosi peserta didik melalui metode experiential learning di SD Negeri 20 Tanjung Lago. Journal of Community Development, 6(2), 1100–1109. https://doi.org/10.47134/comdev.v6i2.1847
Torre, J. B., & Lieberman, M. D. (2018). Putting feelings into words: Affect labeling as implicit emotion regulation. Emotion Review, 10(2), 116–124. https://doi.org/10.1177/1754073917742706
