PERAN GURU DALAM MENINGKATKAN KEMANDIRIAN DAN KESEJAHTERAAN SISWA

Abstract

Self-regulated learning and psychological well-being are two essential aspects that support educational success and students’ holistic development. In the context of elementary education, teachers play a strategic role in helping students develop independent learning skills while maintaining their psychological well-being. This study aims to analyze the role of teachers in enhancing self-regulated learning and psychological well-being among elementary school students based on research published over the last five years. The study employed a Systematic Literature Review (SLR) method following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The reviewed articles were collected from several scientific databases, including Google Scholar, Scopus, ERIC, and ScienceDirect, covering publications from 2021 to 2025. The findings indicate that teachers play significant roles as facilitators, motivators, mentors, mediators, and providers of emotional support in the learning process. These roles are implemented through student-centered learning approaches, constructive feedback, the creation of positive learning environments, and the provision of social and emotional support. Furthermore, the review reveals that effective teacher support contributes to the improvement of students’ self-regulated learning, intrinsic motivation, self-management skills, self-confidence, and psychological well-being. Therefore, teachers play a crucial role in supporting the academic and psychological development of elementary school students in a sustainable manner. The findings of this study are expected to serve as a reference for teachers, schools, and policymakers in designing learning strategies that promote students’ self-regulated learning and psychological well-being.