Integrasi Faktor Mental (Cetasika) Dalam Social-Emotional Learning: Upaya Reorientasi Taksonomi Bloom Berbasis Abhidhamma

Abstract

Abstract
This study aims to analyze the integration of mental factors (cetasika) in social-emotional learning (SEL) and its implications for the reorientation of Bloom's Taxonomy based on Abhidhamma. This study departs from the trend of modern education that still places cognitive achievement as the main focus, while the affective, social-emotional, and mental qualities of students have not received adequate attention. The research is a literature study (library research) with an integrative literature review approach. Data were obtained through a literature study of national and international indexed journal articles and relevant Buddhist sources, then analyzed manually using thematic analysis techniques. The results of the study show that a number of cetasika, such as sati, viriya, mett?, hir?, ottappa, and paññ?, have a conceptual correspondence with the core competencies of SEL, namely self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These findings also suggest that Bloom's taxonomy, while still relevant, is still more predominantly operationalized in the cognitive domain than in the affective domain. The integration of cetaka in SEL broadens the understanding of learning by placing mental qualities as the foundation of the process of thinking, behaving, and acting. This research contributes theoretically to the development of a holistic pedagogy that connects Abhidhamma psychology with modern educational theory as well as contributes practically to the development of more reflective, ethical, and transformative learning curriculum and strategies.

Abstrak
Penelitian ini bertujuan menganalisis integrasi faktor mental (cetasika) dalam social-emotional learning (SEL) serta implikasinya terhadap reorientasi Taksonomi Bloom berbasis Abhidhamma. Kajian ini berangkat dari kecenderungan pendidikan modern
yang masih menempatkan capaian kognitif sebagai fokus utama, sementara dimensi afektif, sosial-emosional, dan kualitas batin peserta didik belum memperoleh perhatian yang memadai. Penelitian merupakan kajian pustaka (library resesarch) dengan pendekatan integrative literature review. Data diperoleh melalui studi pustaka terhadap artikel jurnal terindeks nasional dan Internasional serta sumber-sumber Buddhis yang relevan, kemudian dianalisis secara manual dengan teknik analisis tematik. Hasil penelitian menunjukkan bahwa sejumlah cetasika, seperti sati, viriya, mett?, hir?, ottappa, dan paññ?, memiliki korespondensi konseptual dengan kompetensi inti SEL, yaitu self-awareness, self-management, social awareness, relationship skills, dan responsible decision-making. Temuan ini juga menunjukkan bahwa Taksonomi Bloom, meskipun tetap relevan, masih lebih dominan dioperasionalkan pada domain kognitif daripada domain afektif. Integrasi cetasika dalam SEL memperluas pemahaman tentang pembelajaran dengan menempatkan kualitas mental sebagai fondasi proses berpikir, bersikap, dan bertindak. Penelitian ini berkontribusi secara teoretis pada pengembangan pedagogi holistik yang menghubungkan psikologi Abhidhamma dengan teori pendidikan modern serta berkontribusi secara praktis pada pengembangan kurikulum dan strategi pembelajaran yang lebih reflektif, etis, dan transformatif