Bimbingan Konseling dalam Literasi Sains dan Bahasa Inggris: Emosi Akademik (Enjoyment-Boredom-Anxiety) di PAUD–SD
DOI:
https://doi.org/10.33387/cahayapd.v8i2.12898Kata Kunci:
Bimbingan dan Konseling, Emosi Akademik, Literasi Sains, Literasi Bahasa Inggris, PAUD–SDAbstrak
Penelitian ini bertujuan menyintesis bukti empiris dan teoretis mengenai peran bimbingan dan konseling (BK) dalam mengelola emosi akademik (enjoyment, boredom, dan anxiety) pada pembelajaran literasi sains dan bahasa Inggris di Pendidikan Anak Usia Dini (PAUD) dan Sekolah Dasar (SD). Permasalahan utama yang dikaji adalah masih terbatasnya penelitian yang secara langsung menguji intervensi BK terhadap emosi akademik anak usia 3–12 tahun dalam konteks literasi. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan mengikuti pedoman PRISMA 2020. Penelusuran literatur dilakukan melalui Scopus, Web of Science, ERIC, PsycINFO, Google Scholar, dan Garuda, serta didukung oleh Consensus AI. Rentang publikasi mencakup tahun 2015–2026. Dari 165 rekaman yang diidentifikasi, sebanyak 20 dinilai kelayakannya, 11 dieksklusi, dan 9 studi diinklusi untuk sintesis langsung. Data dianalisis secara tematik menggunakan Teori Kontrol-Nilai (Control-Value Theory) sebagai kerangka interpretasi. Hasil kajian menunjukkan bahwa enjoyment memiliki hubungan positif yang relatif konsisten dengan capaian literasi bahasa Inggris, sedangkan boredom dan anxiety umumnya berhubungan negatif dengan capaian belajar. Selain itu, enjoyment cenderung menurun, sedangkan boredom meningkat seiring bertambahnya tahun sekolah. Namun, belum ditemukan bukti eksperimental yang secara langsung menguji intervensi BK terhadap emosi akademik dalam pembelajaran literasi sains dan bahasa Inggris pada anak PAUD–SD. Oleh karena itu, strategi BK yang direkomendasikan masih bersifat teoretis dan preventif, meliputi penguatan persepsi kontrol dan nilai aktivitas literasi, penciptaan pembelajaran yang menyenangkan dan interaktif, serta penguatan kedekatan emosional guru–siswa. Strategi tersebut memerlukan pengujian empiris lebih lanjut. Kajian ini merekomendasikan penelitian longitudinal, pengembangan instrumen pengukuran emosi akademik yang sesuai dengan perkembangan anak, serta pengujian efektivitas intervensi BK yang terintegrasi dalam pembelajaran literasi.
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