MANAJEMEN EMOSI GURU DALAM PENGELOLAAN KELAS: STUDI KUALITATIF TENTANG STRATEGI MENGATASI PERILAKU AGRESIF PESERTA DIDIK

Abstract

This study focuses on teachers' emotional management strategies in addressing

aggressive student behavior in the classroom, particularly at the elementary school

level. The central issue examined is how teachers implement the five components

of emotional management as proposed by Daniel Goleman, self-awareness, self-

regulation, motivation, empathy, and social skills, in responding to the frequent

occurrence of aggressive behavior in learning environments. This research employs

a descriptive qualitative approach, using observation and in-depth interviews with

three teachers from a private elementary school in the Special Region of

Yogyakarta. To ensure data validity, source triangulation techniques were applied.

The findings reveal that teachers are capable of recognizing and managing their

own emotions through strategies such as deep breathing, remaining silent, or

adopting a personalized approach to students. Intrinsic motivation rooted in spiritual,

professional, and moral values serves as the primary driving force in maintaining

emotional control. Teachers also demonstrate empathy by understanding students'

backgrounds and establishing supportive and personal communication. Social skills

are reflected in flexible and adaptive approaches to building positive relationships

with aggressive students. In conclusion, the five components of emotional

management play a crucial role in enabling teachers to create a conducive learning

environment and maintain emotional resilience in the classroom. It is recommended

that emotional management training and institutional support be continuously

enhanced to strengthen teacher professionalism.