The Role of Teachers in Instilling Students' Emotional Intelligence at Madrasah Ibtidaiyah Negeri 2 Bolaang Mongondow Selatan

Abstract

One of the problems found in various educational institutions is that teachers often forget that there are other achievements and not only make students' intellectual intelligence the goal of learning. Teachers seem to focus on achieving basic competencies in students' knowledge, while emotional intelligence is sometimes neglected. As a result, there is a gap between knowledge and students' emotional intelligence. In addition, paying attention to students' emotional intelligence is actually to help students manage their emotions and be more perfect in their development. Therefore, research related to the role of teachers in instilling students' emotional intelligence needs to be conducted. This study was conducted to answer research questions related to the role of teachers and factors inhibiting the role of teachers in instilling students' emotional intelligence at Madrasah Ibdtidaiyah Negeri 2 Bolaang Mongondow Selatan. This type of research is field research, using a descriptive approach, and qualitative methods. While observation, interviews and documentation were chosen as data collection techniques. The primary data source in the form of interview results was obtained from informants, namely the principal and grade V teachers, while secondary sources were obtained from relevant writings published in books, research results, and online media. The collected data were analyzed using an inductive analysis model. This study found several things to answer the research questions. First, provide advice and examples of exemplary attitudes in daily actions for students to emulate. Second, design learning by including emotional intelligence instillation material into the lesson plan. Third, instill religious values. Fourth, provide small analogies that can be understood such as the advantages of doing good and the disadvantages of doing bad, and provide analogies of the causes and effects of an action. Fifth, provide students with an understanding to position themselves as others. Sixth, ask students to reflect on themselves before acting or speaking. Seventh, teachers ask about things that students have mastered or have not mastered. Eighth, motivate, appreciate and appreciate every student's effort by giving rewards. Meanwhile, the inhibiting factor for the role of teachers in instilling emotional intelligence in students is the student's environment, both the playing environment in social media, family, and the surrounding environment.