Tulislah reviu artikel tersebut dengan memuat

a. Pengantar
penulis:
Van-Son Huynh, Thien-Vu Giang, Thi-Tu Nguyen & Duc-Hoi Dinh
judul artikel:
Exploring the Challenges of Social-Emotional Learning Integration in Secondary Schools: A
Phenomenological Research in Vietnam
latar belakang penulisan artikel:
With the advantage of the restructured education in Vietnam, the social-emotional learning
(SEL) framework has been gradually piloting applied into the educational curriculum.
However, the SEL integration is only effective in primary school.
"Exploring the Challenges of Social-Emotional Learning Integration in Secondary Schools: A
Phenomenological Research in Vietnam." This insightful research article delves into the
complexities of integrating social-emotional learning in the educational system of Vietnam.
Example questions:

1. What are the key findings of the phenomenological research conducted in Vietnam
regarding social-emotional learning integration in secondary schools?
2. How does the restructured education system in Vietnam contribute to the challenges
faced in implementing social-emotional learning programs?
3. What are some potential strategies or recommendations proposed in the article to
address the challenges of social-emotional learning integration in secondary schools?

Dengan memanfaatkan pendidikan yang direstrukturisasi di Vietnam, kerangka

pembelajaran sosial-emosional (SEL) telah diujicobakan secara bertahap ke dalam kurikulum
pendidikan. Namun integrasi SEL hanya efektif di sekolah dasar.
Secara umum, program SEL pada pendidikan dasar dan menengah di Vietnam belum
dilaksanakan secara sistematis. Studi ini mencoba untuk mengeksplorasi mengapa SEC SS
lebih rendah dibandingkan PS untuk mengetahui apa tantangan dalam mengintegrasikan
kerangka SEL di sekolah menengah negeri di Vietnam. Penelitian ini menerapkan model SEL
yang disarankan oleh Collaborative for Academic, Social, and Emotional Learning dengan
lima kompetensi inti: Kesadaran Diri (SeA); Manajemen diri (SM); Kesadaran sosial (SoA);
Keterampilan hubungan (RS); Pengambilan keputusan yang bertanggung jawab
(RDM).4Kompetensi model SEL memenuhi standar kualitas (patriotisme, kasih sayang, kerja
keras, kejujuran, tanggung jawab) dan kompetensi (otonomi dan belajar mandiri, komunikasi
dan kerjasama, pemecahan masalah, dan kreativitas) yang dibutuhkan siswa Vietnam.
The research background in the study "Exploring the Challenges of Social-Emotional Learning
Integration in Secondary Schools: A Phenomenological Research in Vietnam" is rooted in the
context of the Vietnamese educational system and the evolving landscape of social-emotional
learning (SEL) integration. The national educational curriculum in Vietnam has undergone
restructuring, with efforts to pilot the integration of SEL frameworks into educational content 2.
While SEL has shown success in primary schools, its effective implementation in secondary
schools remains a challenge 2.
Studies have indicated that the social-emotional competence (SEC) of Vietnamese students tends
to decrease gradually as they progress through different educational levels 3. This decline in SEC
raises concerns about the effectiveness of SEL integration in secondary education. The limited
focus on understanding the psychological development of secondary school students and the
challenges faced by teachers in integrating SEL into educational activities are key factors
contributing to the current limitations in SEL implementation 14.
Given the gap between primary and secondary school students' SEC levels and the lack of
comprehensive SEL frameworks in Vietnamese schools, there is a need to explore the reasons
behind these challenges and propose solutions for effective and sustainable SEL integration in
secondary education 3. The research background underscores the importance of addressing
these issues to enhance the social-emotional well-being and academic success of Vietnamese
students.

Latar belakang penelitian dalam studi "Exploring the Challenges of Social-Emotional Learning
Integration in Secondary Schools: A Phenomenological Research in Vietnam" berakar pada
konteks sistem pendidikan Vietnam dan perkembangan integrasi pembelajaran sosial-emosional
(SEL). Kurikulum pendidikan nasional di Vietnam telah mengalami restrukturisasi, dengan upaya
untuk menguji coba integrasi kerangka SEL ke dalam konten pendidikan 4. Meskipun SEL telah
menunjukkan keberhasilan di sekolah dasar, implementasinya yang efektif di sekolah menengah
masih menjadi tantangan 2.
Studi telah menunjukkan bahwa kompetensi sosial-emosional (SEC) dari siswa Vietnam
cenderung menurun secara bertahap seiring mereka melanjutkan ke tingkat pendidikan yang
berbeda 2. Penurunan SEC ini menimbulkan kekhawatiran tentang efektivitas integrasi SEL di
pendidikan menengah. Fokus yang terbatas pada pemahaman perkembangan psikologis siswa
sekolah menengah dan tantangan yang dihadapi oleh guru dalam mengintegrasikan SEL ke
dalam kegiatan pendidikan adalah faktor kunci yang berkontribusi pada keterbatasan saat ini
dalam implementasi SEL 3.
Dengan adanya kesenjangan antara tingkat SEC siswa sekolah dasar dan sekolah menengah serta
kurangnya kerangka kerja SEL yang komprehensif di sekolah Vietnam, diperlukan eksplorasi
terhadap alasan di balik tantangan ini dan usulan solusi untuk integrasi SEL yang efektif dan
berkelanjutan di pendidikan menengah 2. Latar belakang penelitian menekankan pentingnya
mengatasi isu-isu ini untuk meningkatkan kesejahteraan sosial-emosional dan kesuksesan
akademis siswa Vietnam.

b. Ringkasan artikel yang mencakup

tujuan penelitian:
penelitian ini bertujuan untuk menemukan jawaban bagaimana perkembangan SEC berubah
antara kedua jenjang pendidikan dan apa tantangan integrasi SEL di sekolah menengah.
Menurut Creswell dan Poth, untuk memahami secara mendalam suatu fenomena dari
pengalaman para partisipan dan menemukan esensinya, diperlukan penelitian
fenomenologis.Dalam penelitian ini peneliti ingin mengetahui esensi pengembangan SEC
antara siswa sekolah dasar dan menengah yang membantu peneliti mengusulkan solusi
penerapan pendidikan SEL berkelanjutan dari pendidikan dasar hingga menengah di Vietnam.
Oleh karena itu, menerapkan penelitian fenomenologis adalah pendekatan yang paling cocok
untuk menjawab pertanyaan penelitian ini.
Oleh karena itu, penelitian ini dirancang untuk mengeksplorasi mengapa SEC SS lebih
rendah dibandingkan PS (2 tingkat pendidikan telah diuji dengan pengajaran SEL dalam
topik yang didanai pemerintah), dan apa tantangan dalam mengintegrasikan kerangka SEL di
tingkat pendidikan menengah. Temuan-temuan penelitian ini akan menjadi bukti bagi usulan
untuk secara efektif dan berkelanjutan mengintegrasikan kerangka SEL ke dalam kurikulum
pendidikan umum yang baru, khususnya untuk tingkat menengah, yang bertujuan untuk
mengembangkan kompetensi dan kualitas siswa Vietnam. Bagian berikut ini memberikan
ringkasan kerangka SEL dan studi SEL yang telah dilakukan di Vietnam sebagai dasar bagi
para peneliti untuk memilih dan merancang studi yang sesuai.
The aim of the research in the study "Exploring the Challenges of Social-Emotional
Learning Integration in Secondary Schools: A Phenomenological Research in Vietnam" is
to investigate the challenges associated with integrating social-emotional learning (SEL)
in secondary schools in Vietnam. The study aims to understand how social-emotional
competencies (SEC) develop differently between primary and secondary school students
and to identify the obstacles to effectively integrating SEL into secondary education 4. By
conducting in-depth interviews with students, teachers, and school administrators who
have experience with SEL, the researchers seek to gain insights into the impact of SEL and
its implementation in Vietnamese schools 4.
The overarching goal of this research is to uncover the essence of SEC development
across various educational levels and propose solutions for the continuous
implementation of SEL from primary to secondary education in Vietnam 4. Through a
phenomenological approach, the study aims to delve into the challenges and
complexities surrounding the integration of SEL within the Vietnamese educational
landscape.

Tujuan penelitian dalam studi "Exploring the Challenges of Social-Emotional Learning Integration
in Secondary Schools: A Phenomenological Research in Vietnam" adalah untuk mengeksplorasi
tantangan yang dihadapi dalam mengintegrasikan pembelajaran sosial-emosional (SEL) di
sekolah menengah di Vietnam. Penelitian ini bertujuan untuk memahami bagaimana
perkembangan kompetensi sosial-emosional (SEC) berubah antara siswa sekolah dasar dan
sekolah menengah, serta untuk mengidentifikasi tantangan dalam mengintegrasikan SEL di
sekolah menengah 4. Melalui wawancara mendalam dengan siswa, guru, dan administrator
sekolah yang telah mengalami SEL, peneliti berusaha untuk mendapatkan wawasan tentang
dampak SEL dan penerapannya di sekolah-sekolah Vietnam 4.
Tujuan penelitian ini adalah untuk menemukan esensi perkembangan SEC di berbagai tingkatan
pendidikan dan mengusulkan solusi untuk pendidikan SEL yang berkelanjutan dari tingkat dasar
hingga tingkat menengah di Vietnam 4. Dengan pendekatan fenomenologis, penelitian ini
bertujuan untuk mendalami tantangan dan kompleksitas seputar integrasi SEL dalam konteks
pendidikan Vietnam.

Metodologi:
The research method used in the study "Exploring the Challenges of Social-Emotional Learning
Integration in Secondary Schools: A Phenomenological Research in Vietnam" is a
phenomenological approach. Phenomenological research aims to understand the essence of a
phenomenon as experienced by participants 4.
In this study, the researchers applied a qualitative approach to investigate how the development
of social-emotional competencies (SEC) changes between primary and secondary school students
and to identify the challenges of integrating social-emotional learning (SEL) in secondary
schools 4. By conducting in-depth interviews with students, teachers, and school administrators
who have experienced SEL, the researchers sought to gain insights into the impact of SEL and its
application in Vietnamese schools 4.
Phenomenological research allowed the researchers to explore the essence of SEC development
across different educational levels and propose solutions for continuous SEL education from
primary to secondary education in Vietnam 4. This methodological approach facilitated a deep
understanding of the challenges and complexities surrounding SEL integration in the Vietnamese
educational context.

Penelitian ini menerapkan penelitian fenomenologi kualitatif, yang menggunakan wawancara

mendalam dengan siswa dan guru inti yang pernah mengalami SEL dari penelitian
sebelumnya untuk mengeksplorasi dan menjelaskan kegagalan integrasi SEL di tingkat
menengah. Metode fenomenologis digunakan dalam menganalisis transkrip peserta.
Penelitian ini menggunakan pendekatan tematik dalam analisis data wawancara.
Temuan:
Empat temuan menunjukkan tantangan integrasi SEL dalam kurikulum pendidikan Vietnam
saat ini:
1) ketidakcocokan antara kurikulum saat ini dan kapasitas pedagogi guru;
2) kesulitan yang dirasakan dalam mengintegrasikan SEL ke dalam kegiatan pendidikan;
3) terbatasnya fokus pemahaman psikologi siswa; dan
4) siswa tidak dapat mengembangkan kompetensi sosial emosionalnya.
Dengan demikian, terdapat faktor tujuan (program pendidikan menengah saat ini tidak
memenuhi isi kerangka SEL) dan faktor subjektif (kapasitas untuk menerapkan model SEL
pada aktivitas pendidikan guru) yang mempengaruhi penurunan nilai SS pada SEC.
Dalam studi "Exploring the Challenges of Social-Emotional Learning Integration in Secondary
Schools: A Phenomenological Research in Vietnam", terdapat beberapa temuan yang
menggambarkan tantangan integrasi pembelajaran sosial-emosional (SEL) di sekolah menengah
di Vietnam:

1. Ketidakcocokan antara kurikulum saat ini dan kapasitas pedagogis guru, yang menjadi
salah satu faktor utama yang mempengaruhi kesulitan dalam mengintegrasikan SEL ke
dalam kegiatan pendidikan 2.
2. Kesulitan yang dirasakan dalam mengintegrasikan SEL ke dalam kegiatan pendidikan,
menunjukkan bahwa implementasi SEL di sekolah menengah masih dihadapkan pada
hambatan-hambatan tertentu 2.
 3. Fokus yang terbatas pada pemahaman psikologi siswa, yang menjadi faktor penting
dalam pengembangan kompetensi sosial-emosional (SEC) siswa 2.
4. Kesulitan siswa dalam mengembangkan kompetensi sosial-emosional mereka,
menunjukkan bahwa terdapat tantangan dalam memfasilitasi perkembangan SEC siswa di
tingkat sekolah menengah 2.

Temuan-temuan ini menggambarkan kompleksitas dan tantangan yang dihadapi dalam

mengintegrasikan SEL di sekolah menengah di Vietnam. Dengan pemahaman yang lebih
mendalam terhadap faktor-faktor ini, diharapkan solusi-solusi yang tepat dapat diusulkan untuk
meningkatkan efektivitas implementasi SEL dan memperkuat kesejahteraan sosial-emosional
siswa di tingkat pendidikan menengah.
In the study "Exploring the Challenges of Social-Emotional Learning Integration in Secondary
Schools: A Phenomenological Research in Vietnam," several findings were identified regarding
the integration of social-emotional learning (SEL) in secondary schools:

1. Incompatibility between the current curriculum and teachers' pedagogical capacity was a
significant challenge in integrating SEL into educational activities 2.
2. Perceived difficulties in integrating SEL into educational activities indicated barriers to
effective implementation of SEL in secondary schools 2.
3. Limited focus on understanding students' psychology was highlighted as a crucial factor
affecting the development of students' social-emotional competence (SEC) 2.
4. Students' challenges in developing their social-emotional competence underscored the
obstacles in facilitating SEC development at the secondary school level 2.

These findings illustrate the complexities and challenges associated with integrating SEL in
secondary schools in Vietnam. By gaining a deeper understanding of these factors, appropriate
solutions can be proposed to enhance the effectiveness of SEL implementation and strengthen
the social-emotional well-being of students at the secondary education level.
Keywords:
SEL, EDUCATIONAL, SCHOOL, STUDENT, VIETNAM, RESEARCH, SEC, SEL framework,
educational curriculum, SECONDARY

Digest:
...Methods: This study applied qualitative phenomenological research, which
used in-depth interviews with students and core teachers who have
experienced SEL from previous studies to explore and explain the SEL
integration is not successful at the secondary level....
...Discussion: When the challenges can be solved, corresponding to the
solutions discussed, can the SEL framework be properly integrated into
Vietnamese education, as well as designing an integrated continuous SEL-
orientated curriculum across school levels, meeting the requirements of the
new educational curriculum....
...Keywords: social-emotional learning, SEL, social-emotional competence,
SEC, secondary school students, phenomenological research, SEL integration
Introduction The Current Limitations of SEL Integration in Vietnamese
Educational Curriculum The national educational curriculum in Vietnam has
been successful in restructuring into the new national educational
curriculum (or the 2018-general educational curriculum)....
...The country has been piloting to integrate the social-emotional learning
(SEL) framework into the educational content.1 Kendziora and Yoder argued
that the SEL framework is increasingly being adopted by educators as a
process of honing life skills that promote personal growth, academic
achievement, and a more effective learning environment.2 SEL has been
integrated into classes and taught in many schools and contributed to many
achievements in education.3 CASEL has launched the SEL model with
implementation guidelines in educational programs.4 This model is the
foundation for many school-wide programs to elevate socialemotional
competence (SEC) for students, parents, and teachers....
...The SEC of secondary school students (SS) will be higher than that of
primary school students (PS).7 From the educational perspective, the SEC of
primary and secondary students is influenced by educational impacts, in
particular, the training curriculum and teachers' teaching skills.8 In
Vietnam, based on the published results about the PS's SEC of Van Huynh,
Tran-Chi and Nguyen, and SS's SEC of Van Huynh, Giang, Nguyen and Tran, the
SEC of Vietnamese students is unstable and tends to decrease gradually by
the educational level.9,10 These studies used the Panorama's SEL assessment
tool to measure students' mindset, self-efficacy, social awareness, and
self-management; one for PS from grade 4 to 5 and one for SS from grade 6
to 9. The PS's SEC self-assessment score is 2.38, while that of the SS is
2.30....
...This result contradicts all studies of SEL globally.In Vietnam, studies
on SEL frameworks and SEL-oriented application in schools, especially
public schools, are not much and only at the descriptive level....
...If the SEL's researching trend globally is going from practice to
practice, then in Vietnam, it only stops at the level of a theoretical
introduction and has not had an impact or adjustment on the educational
curriculum....
...The findings of the study will be served as evidence for the proposal to
effectively and sustainably integrate the SEL framework into the new
general educational curriculum, especially for the secondary level, aiming
to develop the competencies and qualities of Vietnamese students.The
following section provides a summary of the SEL framework and studies on
SEL that have been conducted in Vietnam as a basis for the researchers to
select and design appropriate studies.SEL Framework in Vietnamese Primary
and Secondary EducationSEL is the process through which all young people
and adults acquire and apply the knowledge, skills, and attitudes to
develop healthy identities, manage emotions and achieve personal and
collective goals, feel and show empathy for others, establish and maintain
supportive relationships, and make responsible and caring decisions.4 In
recent years, the SEL framework has been applied in Vietnam, especially at
private educational institutions (private schools, and education and
training centers)....
c. Evaluasi artikel dengan memfokuskan pada analisis kesenjangan, signifikansi
penelitian, kekurangan/bias/kesalahan, dan implikasi.
Analisa kesenjangan:
Dalam studi "Exploring the Challenges of Social-Emotional Learning Integration in
Secondary Schools: A Phenomenological Research in Vietnam," analisis kesenjangan
mengungkap beberapa area kunci di mana disparitas terjadi dalam integrasi
pembelajaran sosial-emosional (SEL) di pendidikan menengah:
1. Kesenjangan antara Kurikulum dan Kapasitas Pedagogis Guru: Terdapat
kesenjangan antara kurikulum pendidikan saat ini dan kapasitas pedagogis guru,
yang menjadi hambatan utama dalam mengintegrasikan SEL ke dalam kegiatan
pendidikan 2. Kesenjangan ini menyoroti perlunya penyesuaian kurikulum untuk
lebih sejalan dengan prinsip-prinsip dan tujuan SEL.
2. Pelatihan dan Pemahaman Guru: Terdapat kesenjangan dalam pemahaman
guru tentang SEL dan penerapannya di lingkungan pendidikan, yang
menyebabkan tantangan dalam mengintegrasikan SEL ke dalam kurikulum 3.
Mengatasi kesenjangan ini melalui program pelatihan yang ditargetkan dapat
meningkatkan kapasitas guru dalam menerapkan praktik SEL di kelas.
3. Fokus Pengembangan Psikologis: Fokus terbatas pada pemahaman
perkembangan psikologis siswa sekolah menengah merupakan kesenjangan
dalam memenuhi kebutuhan holistik siswa dalam mengembangkan kompetensi
sosial-emosional 11. Menutup kesenjangan ini memerlukan pendekatan yang
lebih komprehensif dalam menggabungkan prinsip-prinsip pengembangan
psikologis ke dalam upaya integrasi SEL.
4. Pengembangan Kompetensi Siswa: Studi mengidentifikasi kesenjangan dalam
kemampuan siswa untuk mengembangkan kompetensi sosial-emosional mereka,
menunjukkan perlunya intervensi dan mekanisme dukungan yang ditargetkan
untuk memfasilitasi pertumbuhan SEC 11. Menutup kesenjangan ini melibatkan
implementasi strategi yang memberdayakan siswa untuk meningkatkan
keterampilan sosial-emosional mereka secara efektif.
Dengan mengatasi kesenjangan yang diidentifikasi melalui intervensi yang ditargetkan,
peningkatan kurikulum, dan program pelatihan guru, integrasi SEL di sekolah menengah
di Vietnam dapat diperkuat, yang pada gilirannya akan mengarah pada peningkatan hasil
sosial-emosional bagi siswa.

The gap analysis in the study "Exploring the Challenges of Social-Emotional Learning Integration
in Secondary Schools: A Phenomenological Research in Vietnam" reveals several key areas where
disparities exist in the integration of social-emotional learning (SEL) in secondary education:
1. Curriculum Misalignment: The study identified a gap between the current Vietnamese
curriculum and the pedagogical capacity of teachers, which hinders the successful
integration of SEL into educational activities 14. This discrepancy highlights the need for
curriculum adjustments to better align with the principles and goals of SEL.
2. Teacher Training and Understanding: There is a gap in teachers' understanding of SEL
and its application in educational settings, leading to challenges in effectively integrating
SEL into the curriculum 11. Addressing this gap through targeted training programs can
enhance teachers' capacity to implement SEL practices in the classroom.
3. Psychological Development Focus: The limited focus on understanding the
psychological development of secondary school students represents a gap in addressing
the holistic needs of students in developing social-emotional competence 14. Bridging
 this gap requires a more comprehensive approach to incorporating psychological
development principles into SEL integration efforts.
4. Student Competency Development: The study identified a gap in students' ability to
develop their social-emotional competencies, indicating a need for targeted interventions
and support mechanisms to facilitate SEC growth 14. Closing this gap involves
implementing strategies that empower students to enhance their social-emotional skills
effectively.
By addressing these identified gaps through targeted interventions, curriculum enhancements,
and teacher training programs, the integration of SEL in secondary schools in Vietnam can be
strengthened, leading to improved social-emotional outcomes for students.

Signifikansi
Dalam konteks studi "Exploring the Challenges of Social-Emotional Learning Integration
in Secondary Schools: A Phenomenological Research in Vietnam," taraf signifikansi dapat
diinterpretasikan dalam beberapa aspek:
1. Signifikansi Temuan: Temuan dalam studi ini mengidentifikasi hambatan-
hambatan kunci dalam integrasi pembelajaran sosial-emosional (SEL) di sekolah
menengah di Vietnam. Dengan memahami dan mengatasi tantangan ini, dapat
memberikan kontribusi signifikan dalam meningkatkan kualitas pendidikan sosial-
emosional bagi siswa di tingkat sekolah menengah.
2. Signifikansi Pendidikan: Integrasi SEL dalam kurikulum pendidikan memiliki
implikasi yang signifikan dalam meningkatkan kesejahteraan sosial-emosional
siswa, yang pada gilirannya dapat berdampak positif pada prestasi akademik dan
lingkungan belajar yang efektif. Oleh karena itu, peningkatan integrasi SEL di
sekolah menengah memiliki signifikansi dalam meningkatkan pengalaman belajar
siswa secara menyeluruh.
3. Signifikansi Kebijakan Pendidikan: Temuan dalam studi ini dapat memberikan
wawasan berharga bagi pengambil kebijakan pendidikan dalam merancang
strategi dan program yang mendukung integrasi SEL yang efektif di sekolah
menengah. Hal ini dapat membantu meningkatkan kualitas pendidikan dan
kesejahteraan siswa secara keseluruhan.
Dengan demikian, taraf signifikansi dalam konteks studi ini mencakup dampak temuan
terhadap praktik pendidikan, kesejahteraan siswa, dan pengembangan kebijakan
pendidikan di tingkat sekolah menengah di Vietnam.
In the context of the study "Exploring the Challenges of Social-Emotional Learning Integration in
Secondary Schools: A Phenomenological Research in Vietnam," the significance can be
interpreted in several aspects:
1. Educational Significance: The integration of social-emotional learning (SEL) into the
educational curriculum is significant for enhancing students' social-emotional
competencies, which are essential for their overall well-being and academic success 2. By
addressing the challenges identified in the study, schools can create a more supportive
and nurturing learning environment that promotes holistic student development.
2. Research Significance: The findings of the study contribute to the existing literature on
SEL integration in secondary schools, particularly in the Vietnamese context. By exploring
the challenges and barriers to SEL implementation, the study provides valuable insights
for educators, policymakers, and researchers seeking to enhance SEL practices in
secondary education 4.
 3. Practical Significance: Understanding the challenges of integrating SEL in secondary
schools is crucial for improving the quality of education and promoting students' social-
emotional well-being. By addressing these challenges, schools can better support
students in developing essential skills such as self-awareness, self-management, social
awareness, and relationship skills 3.
4. Policy Implications: The study's findings may have implications for educational policies
related to SEL integration in secondary schools. By highlighting the barriers and
limitations faced in implementing SEL programs, policymakers can make informed
decisions to support schools in effectively integrating SEL into their curricula and
promoting positive student outcomes 11.
Overall, the significance of this study lies in its potential to inform educational practices,
contribute to the advancement of SEL research, and guide policy decisions aimed at enhancing
social-emotional learning in secondary schools in Vietnam.

Kekurangan:
Dalam studi "Exploring the Challenges of Social-Emotional Learning Integration in
Secondary Schools: A Phenomenological Research in Vietnam," terdapat beberapa
kekurangan yang perlu diperhatikan:
1. Keterbatasan Sampel: Studi ini menggunakan sampel yang terbatas, yaitu 10
guru inti dan siswa sekolah menengah. Keterbatasan sampel ini dapat
mempengaruhi representativitas temuan dan generalisasi hasil penelitian 14.
2. Ketergantungan pada Data Self-Reported: Penelitian ini mengandalkan data
yang dilaporkan sendiri oleh siswa dan guru inti. Ketergantungan pada data self-
reported dapat memunculkan bias subjektif dan mempengaruhi validitas hasil
penelitian 14.
3. Keterbatasan Umur Responden: Studi ini fokus pada siswa sekolah menengah,
tanpa mempertimbangkan perbedaan dalam perkembangan sosial-emosional
antara kelompok usia yang berbeda. Memperluas cakupan usia responden dapat
memberikan pemahaman yang lebih komprehensif tentang integrasi SEL di
berbagai tingkatan pendidikan 4.
4. Keterbatasan Konteks: Penelitian ini dilakukan di Vietnam, sehingga temuan dan
rekomendasi yang dihasilkan mungkin tidak sepenuhnya dapat diterapkan pada
konteks pendidikan di negara lain. Memperluas cakupan penelitian ke berbagai
konteks pendidikan dapat memberikan wawasan yang lebih luas tentang integrasi
SEL di tingkat sekolah menengah 2.
Dengan memperhatikan kekurangan-kekurangan ini, penelitian selanjutnya dapat
mengatasi keterbatasan tersebut untuk memperkuat validitas, reliabilitas, dan
generalisabilitas temuan terkait integrasi pembelajaran sosial-emosional di sekolah
menengah.

In the study "Exploring the Challenges of Social-Emotional Learning Integration in Secondary

Schools: A Phenomenological Research in Vietnam," there are several limitations or drawbacks
that should be considered:
1. Limited Sample Size: The study utilized a small sample size of 10 core teachers and
secondary school students. A small sample size may limit the generalizability of the
findings and could introduce bias into the results 2.
 2. Reliance on Self-Reported Data: The research heavily relied on self-reported data from
students and core teachers. Depending solely on self-reported data can introduce
subjectivity and potential biases, impacting the validity of the study findings 2.
3. Age Limitation of Participants: The study focused specifically on secondary school
students, without considering the differences in social-emotional development across
various age groups. Including a broader range of age groups in the study could provide a
more comprehensive understanding of SEL integration at different educational levels 4.
4. Contextual Limitations: The research was conducted in Vietnam, which may limit the
generalizability of the findings to other educational contexts. Expanding the research to
include diverse educational settings could offer broader insights into SEL integration at
the secondary school level 2.
By acknowledging these limitations, future research can address these drawbacks to strengthen
the validity, reliability, and applicability of findings related to social-emotional learning
integration in secondary schools.

Implikasi
Implikasi dari penelitian "Exploring the Challenges of Social-Emotional Learning Integration in
Secondary Schools: A Phenomenological Research in Vietnam" dapat mencakup beberapa aspek
yang relevan:
1. Pengembangan Kebijakan Pendidikan: Temuan dari penelitian ini dapat memberikan
masukan berharga bagi pembuat kebijakan pendidikan dalam mengatasi tantangan
integrasi pembelajaran sosial-emosional di sekolah menengah. Hal ini dapat mendorong
pengembangan kebijakan yang mendukung implementasi SEL yang efektif di tingkat
pendidikan yang lebih tinggi 2.
2. Peningkatan Pelatihan Guru: Rekomendasi dari penelitian ini, seperti meningkatkan
pelatihan guru dalam memahami esensi SEL dan metode pengajaran berorientasi SEL,
dapat menjadi dasar untuk pengembangan program pelatihan guru yang lebih baik. Hal
ini dapat membantu guru mengintegrasikan SEL ke dalam kegiatan pembelajaran dengan
lebih efektif 14.
3. Perbaikan Kurikulum Pendidikan: Dengan mengidentifikasi ketidakcocokan antara
kurikulum pendidikan saat ini dan kapasitas pedagogis guru, penelitian ini dapat
mendorong perbaikan dalam kurikulum pendidikan untuk lebih mendukung integrasi
SEL. Hal ini dapat membantu menciptakan lingkungan belajar yang lebih inklusif dan
mendukung perkembangan sosial-emosional siswa 14.
4. Pengembangan Riset Lanjutan: Temuan dari penelitian ini dapat menjadi dasar untuk
penelitian lanjutan dalam bidang integrasi SEL di sekolah menengah. Studi selanjutnya
dapat memperluas cakupan penelitian untuk memperdalam pemahaman tentang
tantangan dan manfaat integrasi SEL di berbagai konteks pendidikan 2.
Dengan memperhatikan implikasi dari penelitian ini, stakeholder pendidikan dapat mengambil
langkah-langkah konkret untuk meningkatkan integrasi pembelajaran sosial-emosional di
sekolah menengah, yang pada gilirannya dapat mendukung perkembangan holistik siswa dan
menciptakan lingkungan belajar yang lebih inklusif dan mendukung.
The implications of the study "Exploring the Challenges of Social-Emotional Learning
Integration in Secondary Schools: A Phenomenological Research in Vietnam" can
encompass several relevant aspects:
1. Educational Policy Development: The findings of this research can provide
valuable insights for educational policymakers in addressing the challenges of
integrating social-emotional learning (SEL) in secondary schools. This can drive
 the development of policies that support effective SEL implementation at higher
levels of education 2.
2. Enhanced Teacher Training: Recommendations from the study, such as
improving teacher training in understanding the essence of SEL and
implementing SEL-oriented teaching methods, can serve as a basis for the
development of better teacher training programs. This can help teachers
integrate SEL into learning activities more effectively 13.
3. Curriculum Improvement: By identifying the mismatch between the current
educational curriculum and teachers' pedagogical capacities, this research can
encourage improvements in the educational curriculum to better support SEL
integration. This can help create a more inclusive learning environment that
supports students' social-emotional development 13.
4. Further Research Development: The findings of this study can serve as a
foundation for further research in the field of SEL integration in secondary
schools. Subsequent studies can expand the scope of research to deepen the
understanding of the challenges and benefits of SEL integration in various
educational contexts 2.
By considering the implications of this research, educational stakeholders can take
concrete steps to enhance the integration of social-emotional learning in secondary
schools, which in turn can support holistic student development and create a more
inclusive and supportive learning environment.

Bias

The potential biases in the study "Exploring the Challenges of Social-Emotional Learning
Integration in Secondary Schools: A Phenomenological Research in Vietnam" could include:
1. Selection Bias: The study's small sample size of 10 core teachers and secondary school
students may introduce selection bias. The participants may not be representative of the
entire population, leading to limited generalizability of the findings 4.
2. Response Bias: Reliance on self-reported data from students and teachers may introduce
response bias. Participants may provide socially desirable responses or inaccurately report
their experiences with social-emotional learning, impacting the validity of the results 4.
3. Researcher Bias: The researchers' background and perspectives may introduce bias into
the study. Their prior experience with social-emotional learning research in Vietnam could
influence how they interpret the data and findings, potentially leading to biased
conclusions 4.
4. Cultural Bias: Conducting the study in Vietnam may introduce cultural bias, as social-
emotional learning practices and challenges may vary across different cultural contexts.
The findings may not be directly applicable to other educational settings with different
cultural norms and practices 2.
5. Confirmation Bias: There may be a risk of confirmation bias, where researchers
selectively focus on information that confirms their preconceived notions about social-
emotional learning integration in secondary schools. This bias could influence the
interpretation of the data and findings 4.
By acknowledging and addressing these potential biases, researchers can enhance the credibility
and validity of their study findings. Implementing strategies such as increasing sample diversity,
using multiple data sources, and maintaining researcher neutrality can help mitigate biases in
future research on social-emotional learning integration.
Studi "Mengeksplorasi Tantangan Integrasi Pembelajaran Sosial-Emosional di Sekolah Menengah:
Sebuah Penelitian Fenomenologis di Vietnam" mungkin terkena berbagai bias, termasuk:
1. Bias Pemilihan: Ukuran sampel kecil dari 10 guru inti dan siswa sekolah menengah dapat
memperkenalkan bias pemilihan, karena partisipan ini mungkin tidak mewakili seluruh
populasi, membatasi generalisabilitas temuan.
2. Bias Respons: Mengandalkan data yang dilaporkan sendiri dari siswa dan guru dapat
menyebabkan bias respons, di mana partisipan memberikan respons yang diinginkan
secara sosial atau melaporkan pengalaman mereka dengan pembelajaran sosial-
emosional secara tidak akurat, yang dapat memengaruhi validitas hasil.
3. Bias Peneliti: Latar belakang dan perspektif peneliti dapat memperkenalkan bias ke
dalam studi. Pengalaman sebelumnya dalam penelitian pembelajaran sosial-emosional di
Vietnam dapat memengaruhi cara mereka menginterpretasikan data dan temuan, yang
mungkin mengarah pada kesimpulan yang bias.
4. Bias Budaya: Melakukan studi di Vietnam dapat memperkenalkan bias budaya, karena
praktik dan tantangan pembelajaran sosial-emosional mungkin berbeda di berbagai
konteks budaya. Akibatnya, temuan mungkin tidak langsung berlaku untuk pengaturan
pendidikan dengan norma budaya dan praktik yang berbeda.
5. Bias Konfirmasi: Ada risiko bias konfirmasi, di mana peneliti secara selektif fokus pada
informasi yang sesuai dengan pandangan mereka sebelumnya tentang integrasi
pembelajaran sosial-emosional di sekolah menengah. Bias ini dapat memengaruhi
interpretasi data dan temuan.
Untuk meningkatkan kredibilitas dan validitas temuan studi, peneliti harus mengakui dan
mengatasi bias-bias potensial ini. Strategi seperti meningkatkan keragaman sampel,
menggunakan sumber data ganda, dan menjaga netralitas peneliti dapat membantu mengurangi
bias dalam penelitian mendatang tentang integrasi pembelajaran sosial-emosional.