Technology Based Social Emotional Education for Junior High School Students in Enrekang Regency

Abstract

This research is motivated by the urgency of strengthening the social-emotional skills of junior high school students in Enrekang Regency, which have received little attention, despite their critical importance in facing the challenges of the 21st century. The objectives of the study were to describe the social-emotional conditions of students, analyze the use of technology in learning, and formulate the benefits of integrating the two in improving the quality of education. This research is expected to provide theoretical contributions to the development of technology-based social-emotional education literature, as well as practical benefits for teachers and policymakers at the regional level. This study was a descriptive qualitative study with purposively selected informants, including teachers, students, and principals involved in technology-based learning. Data were collected through observation, in-depth interviews, and documentation studies. Data analysis was conducted using the Miles and Huberman interactive model, encompassing data reduction, data presentation, and conclusion drawing. Data validity was maintained through triangulation of sources, methods, and member checking. The results showed that students still experience social anxiety, low self-confidence, difficulties in collaboration, and weak communication skills. However, the use of simple technologies such as interactive quiz apps, Google Classroom, and learning videos has been shown to increase motivation, reduce anxiety, and encourage student participation in the social-emotional learning process.