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"Pandemi Covid-19 mengakibatkan dampak yang cukup meluas ke berbagai sektor kehidupan, salah satunya adalah sektor pendidikan. Sektor pendidikan terpaksa mengubah mekanisme kegiatan belajar mengajar yang semula dipusatkan di sekolah berkenaan dengan penerapan kebijakan PSBB dan PPKM yang diberlakukan oleh pemerintah. Perubahan mekanisme belajar ini tidak hanya terjadi sekali saja, tetapi dua kali, yakni pembelajaran daring dan pembelajaran tatap muka terbatas. Hal ini membuat siswa sebagai aktor utama di dalam pendidikan itu sendiri mau tidak mau menyesuaikan diri terhadap dinamika perubahan yang terjadi, walaupun pada akhirnya menimbulkan kondisi-kondisi yang membuat mereka rentan, seperti tingginya tingkat stres, minimnya interaksi dengan dunia luar, hingga kurang maksimalnya materi pembelajaran yang ditangkap. Penelitian ini mencoba untuk melihat dan memahami perubahan yang terjadi di dalam proses pembelajaran dan resiliensi siswa kelas 12 SMA dalam mengatasi permasalahan yang mereka hadapi. Penelitian in menggunakan metode kualitatif yang mencakup wawancara mendalam secara daring dan luring, serta kajian pustaka. Hasil penelitian menunjukkan bahwa setidaknya resiliensi yang diterapkan siswa kelas 12 SMA tidak terlepas dari coping mechanism, keluarga sebagai supporting system, dan interaksi dengan teman.

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The Covid-19 pandemic has a fairly widespread impact on various sectors of life, one of which is the education sector. The education sector was forced to change the mechanism for teaching and learning activities which were originally centered in schools regarding the implementation of the PSBB and PPKM policies imposed by the government. This change in learning mechanism did not only happen once, but twice, which is online learning and limited face-to-face learning. This makes students as the main actors in education itself inevitably adapt to the dynamics of change that occur, although in the end it creates conditions that make them vulnerable, such as high levels of stress, minimal interaction with the outside world, to less-than-optimal material. captured learning. This study tries to see and understand the changes that occur in the learning process and resilience practices of 12th grade high school students in overcoming the problems they face. This research uses a qualitative method which includes in-depth interviews online and offline, as well as a literature review. The results of the study show that at least the resilience practices applied by 12th grade high school students are inseparable from coping mechanisms, the family as a supporting system, and interactions with friends."

"Selama pandemi covid-19, siswa kelas 12 SMA merasa lebih stres dan jenuh akibat isolasi yang berkelanjutan. Oleh karena itu, diperlukan resiliensi akademik agar siswa dapat menghadapi permasalahan akademik yang ada. Ditemukan bahwa ternyata self-compassion dapat menumbuhkan resiliensi. Penelitian ini ingin melihat bagaimana hubungan antara self-compassion menggunakan alat ukur Self-Compassion Scale versi Bahasa Indonesia dengan resiliensi akademik menggunakan alat ukur Academic Resilience Scale-30. Partisipan merupakan 277 siswa kelas 12 SMA yang sedang melaksanakan pembelajaran daring. Hasil pengujian korelasi menunjukkan bahwa terdapat hubungan positif yang kuat antara self-compassion dengan resiliensi akademik (rs = 0.52, p < 0.05). Hal ini mengindikasikan bahwa self-compassion dapat membantu siswa untuk lebih resilien dalam menghadapi beban akademik di masa pandemi covid-19. Penelitian selanjutnya dapat mengambil data demografis, seperti apakah ada yang membantu siswa selama belajar dari rumah serta bagaimana tingkat stres siswa agar mendapatkan gambaran yang lebih komprehensif.

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During the covid-19 pandemic, the 12th grade senior high school students felt more stressed and tired due to continued isolation. Therefore, academic resilience is needed so that students can face existing academic problems. It was found that self-compassion can foster resilience. This study wants to see the relationship between self-compassion using the Indonesian version of the Self-Compassion Scale measuring instrument and Academic Resilience using the Academic Resilience Scale-30 measuring instrument. Participants are 277 12th grade senior high school students who are implementing online learning. Results show that there is positive correlation between self-compassion and academic resilience (rs= 0.52, p < 0.05). This research gives a new finding of how students could be more academically resilient in facing the academic burden during the covid-19 pandemic. Future studies can take demographic data, such as whether anyone helps students while learning from home and how stressed students are to get a more comprehensive picture."

"Beberapa penelitian telah menemukan adanya penurunan keterlibatan belajar peserta didik pada kondisi pandemi Covid-19. Padahal, keterlibatan belajar peserta didik merupakan salah satu faktor penting yang dapat memengaruhi prestasi akademik peserta didik. Salah satu komponen dari keterlibatan belajar adalah agentic engagement, yang menunjukkan kontribusi konstruktif peserta didik dalam proses pembelajaran. Beberapa penelitian terdahulu menemukan bahwa keterlibatan belajar dapat dipengaruhi oleh berbagai faktor, salah satunya oleh self-regulated learning. Oleh karena itu, penelitian ini dilakukan untuk mencari tahu hubungan antara self-regulated learning dan agentic engagement selama pembelajaran jarak jauh. Partisipan penelitian merupakan peserta didik kelas 12 SMA yang bersekolah di wilayah Jabodetabek. Self-regulated learning diukur dengan menggunakan Motivated Strategies for Learning Questionnaire, sedangkan agentic engagement diukur dengan menggunakan Agentic Engagement Scale. Penelitian dilakukan terhadap 202 partisipan berusia 16-20 tahun (M = 17.69, SD = .84). Berdasarkan uji korelasi Pearson, ditemukan bahwa self-regulated learning berkorelasi secara positif dan signifikan dengan agentic engagement (r = .62, p < .05). Artinya, semakin tinggi kemampuan self-regulated learning peserta didik, maka agentic engagement peserta didik juga akan semakin tinggi, begitu juga sebaliknya. Lebih lanjut, nilai effect size menunjukkan bahwa terdapat 38% variasi dari agentic engagement yang dapat dijelaskan oleh self-regulated learning.

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Several studies have found a decrease in student engagement during the Covid-19 pandemic. Though, student engagement is one of the important factors that can affect student academic achievement. One component of engagement is agentic engagement, which shows the constructive contribution of learners in the learning process. Several previous studies have found that student engagement can be influenced by various factors, one of which is self-regulated learning. Therefore, this study was conducted to find out the relationship between self-regulated learning and agentic engagement during the distance learning condition. Research participants are 12th grade high school students who study in the Jabodetabek area. Self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire, while agentic engagement was measured using the Agentic Engagement Scale. The study was conducted on 202 participants aged 16-20 years (M = 17.69, SD = .84). Based on the Pearson correlation test, it was found that self-regulated learning was positively and significantly correlated with agentic engagement r = .62, p < .05). It means that the higher the self-regulated learning ability of students, the higher the agentic engagement of students, and vice versa. Furthermore, the effect size value shows that there is a 38% variation in agentic engagement which can be explained by self-regulated learning."

"Tujuan penelitian ini adalah untuk menguji peran perceived autonomy support dari guru terhadap agentic engagement pada peserta didik kelas XII SMA Negeri di Jakarta, Bogor, Depok, Tangerang, dan Bekasi (Jabodetabek). Data pada penelitian ini diperoleh melalui penyebarluasan kuesioner daring kepada peserta didik kelas XII SMA Negeri di Jabodetabek yang pernah atau sedang melakukan pembelajaran daring selama setidaknya satu tahun ke belakang (N = 333). Pengukuran variabel agentic engagement menggunakan alat ukur Agentic Engagement Scale (AES), sementara variabel perceived autonomy support diukur dengan The Learning Climate Questionnaire versi pendek (LCQ-6). Analisis yang dilakukan pada penelitian ini adalah analisis regresi linier sederhana. Hasil penelitian yang diperoleh menunjukkan bahwa perceived autonomy support berperan positif secara signifikan terhadap agentic engagement (R2 = 0.33, p <0.05). Berdasarkan hasil penelitian, diketahui bahwa perceived autonomy support dari guru berkontribusi signifikan sebesar 33% terhadap agentic engagement peserta didik, sementara 67% lainnya merupakan faktor-faktor lainnya.

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This study aimed to examine the role of perceived autonomy support from teachers for agentic engagement of 12th grade students in public senior high school at Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). The data in this study were obtained through online questionnaire to 12th grade students in public senior high school at Jabodetabek who are or were doing online learning at least in the past year (N=333). The agentic engagement variable was measured using the Agentic Engagement Scale (AES), while the perceived autonomy support was measured using the short version of The Learning Climate Questionnaire (LCQ-6). The analyses carried out in this study include simple linear regression analysis. The result of this study showed that the perceived autonomy support played a significant positive role on agentic engagement (R2 = 0.33, p <0.05). The study revealed that perceived autonomy support from the teacher contributes significantly to 33% of students' agentic engagement, while the other 67% are other factors."

"Pandemi COVID-19 berdampak pada berbagai aspek termasuk pendidikan, mencakup tingkat stres dan motivasi belajar siswa kelas XII SMA. Prevalensi tinggi pada tingkat stres di masa pandemi maupun transisi kerap kali ditemui, terutama pada siswa-siswi. Penelitian ini bertujuan untuk mengidentifikasi hubungan tingkat stres dan motivasi belajar siswa-siswi kelas XII SMA wilayah Jakarta Timur di masa transisi pandemi COVID-19. Sampel penelitian ini adalah 434 siswa-siswi SMA di Wilayah Jakarta Timur dengan desain penelitian deskriptif korelasional, pendekatan kuantitatif cross-sectional. Penelitian ini menggunakan instrumen Perceived Stress Scale (PSS-10) dan Motivated Strategies for Learning Questionnaire (MSLQ). Hasil penelitian dilakukan dengan Uji T-Test menghasilkan adanya hubungan signifikan antara tingkat stres dan motivasi belajar siswa-siswi kelas XII SMAN Wilayah Jakarta Timur pada Masa Transisi Pandemi COVID-19 (P Value=0,014). Berdasarkan hasil penelitian, peneliti merekomendasikan seluruh pihak termasuk institusi pendidikan untuk melakukan berbagai upaya yang dapat meminimalisir tingginya tingkat stres, meningkatkan motivasi belajar, melakukan bimbingan konseling, dan mengevaluasi program pendidikan baik secara umum maupun secara khusus melalui kebutuhan dasar, kesehatan mental keluarga, anak, dan komunitas.

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The COVID-19 pandemic impacted various aspects such as education, stress levels, and learning motivation of class XII high school students. A high prevalence of stress levels during pandemics and transitions is often found, especially among students. This study aims to identify the relationship between stress levels and learning motivation of class XII students at East Jakarta regional high school during the transition period of the COVID-19 pandemic. The sample of this research was 434 high school students in East Jakarta with a correlational descriptive research design and a cross-sectional quantitative approach. This study used the Perceived Stress Scale (PSS-10) and Motivated Strategies for Learning Questionnaire (MSLQ) instruments. The results of the research were carried out using the T-Test which resulted in a significant relationship between stress levels and learning motivation of class XII students in East Jakarta Regional Public High School during the COVID-19 Pandemic Transition Period (P Value = 0.014). Based on the research findings, the researchers recommend all parties together with educational institutions to make various efforts in order to minimize high levels of stress, increase learning motivation, conduct counseling, and evaluate educational programs both in general and specifically through basic needs, family mental health, children, and community."

"Pandemi Covid-19 berdampak bagi mahasiswa keperawatan khususnya terkait aspek psikologis. Dampak psikologis tersebut memberikan tekanan psikologis tersendiri, tetapi juga dapat memberikan timbulnya perubahan yang positif. Perubahan tersebut adalah post-traumatic growth (PTG) dan resiliensi. Tujuan dari penelitian ini adalah untuk mengidentfiikasi pengaruh acceptance and commitment therapy (ACT) terhadap PTG dan resiliensi pada mahasiswa keperawatan di masa pandemi Covid-19. Penelitian ini menggunakan desain quasi-experimental pretest-posttest with control group. Pengambilan sampel dalam penelitian ini menggunakan teknik purposive sampling dengan sampel 30responden pada kelompok intervensi dan 30 responden pada kelompok kontrol. Kriteria inklusi pada penelitian ini yaitu mahasiswa aktif program sarjana reguler Keperawatan Fakultas Ilmu Kesehatan Universitas Muhammadiyah Surakarta tahun pertama, nilai PTG <72 dan resiliensi <33, serta bersedia menjadi responden dalam penelitian. Data diambil sebelum dan setelah diberikan tindakan ACT dengan menggunakan kuesioner Post-Traumatic Growth Inventory dan Connor-Davidson Resilience Scale 10 serta dilakukan analisis univariat dan bivariat. Hasil penelitian ini menunjukkan adanya perubahan PTG dan resiliensi sebelum dan sesudah diberikan ACT dengan p-value 0,001 (p<0,05). Selain itu, terdapat perbedaan PTG dan resiliensi yang signifikan sesudah diberikan ACT antara kelompok intervensi dan kelompok kontrol dengan p-value 0,001 (p<0,05). ACT direkomendasikan sebagai terapi keperawatan spesialis untuk meningkatkan PTG dan resiliensi pada mahasiswa keperawatan di masa pandemi.

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Covid-19 pandemic has had an impact on nursing students, especially related to psychological aspects. The psychological impacts provide psychological distress, but it can also provide positive changes. These changes are post-traumatic growth (PTG) and resilience. The purpose of this study was to identify the effect of acceptance and commitment therapy (ACT) towards PTG and resilience among nursing students during the Covid-19 pandemic. This study used a quasi-experimental pretest-posttest design with control group. Sampling in this study used a purposive sampling technique with a sample of 30 respondents in the intervention group and 30 respondents in the control group. The inclusion criteria in this study were active students of the regular undergraduate program of Nursing, Faculty of Health, Universitas Muhammdiyah Surakarta in the first year, PTG value <72 and resilience <33, and willing to be respondents in the study. Data were taken before and after being given ACT using Post-Traumatic Growth Inventory and Connor-Davidson Resilience Scale 10 questionnaires and univariate and bivariate analysis were performed. The results of this study indicated a change in PTG and resilience before and after being given ACT with p-value 0.001 (p<0.05). In addition, there was a significant difference in PTG and resilience after being given ACT between the intervention group and the control group with p-value 0.001 (p<0.05). ACT was recommended as a specialist nursing therapy to improve PTG and resilience among nursing students during pandemic."

"Penelitian ini berangkat dari rendahnya skor Indonesia di PISA 2018 yang berimplikasi kepada kompetensi siswa remaja di Indonesia yang sangat rendah apabila dibandingkan dengan kompetensi siswa remaja di seluruh dunia. Keterlibatan siswa di dalam kelas berperan penting dalam mengembangkan kompetensi yang dimiliki siswa. Oleh karena itu, penelitian ini bertujuan untuk mengetahui peran keterlibatan orang tua terhadap keterlibatan agentik siswa di dalam Pendidikan Jarak Jauh (PJJ). Partisipan merupakan 334 siswa kelas 12 SMA Negeri di Jabodetabek yang menjalani PJJ. Untuk mengukur keterlibatan orang tua digunakan Perception of Parents Scales (POPS) (Grolnick et al., 1991) dan Agentic Engagement Scales (AES) (Reeve, 2013) digunakan untuk mengukur keterlibatan agentik. Data penelitian dianalisis dengan regresi linier berganda untuk menguji peran keterlibatan orang tua terhadap keterlibatan agentik siswa. Hasil pengujian hipotesis menunjukkan adanya kontribusi sebesar 4,2% keterlibatan orang tua terhadap keterlibatan agentik. Keterlibatan ibu memiliki peran yang lebih besar (β = .38, p<.01) terhadap keterlibatan agentik siswa jika dibandingkan dengan keterlibatan ayah (β = .07, p>.05). Hasil dan diskusi penelitian ini memberi masukan bahwa peran orang tua walaupun kecil, memiliki peran yang signifikan dalam keterlibatan anaknya di sekolah.

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This research departs from the low score of Indonesia in PISA 2018 which has implications for the very low competence of adolescent students in Indonesia when compared to the competence of adolescent students around the world. Student engagement in the classroom plays an important role in developing student competencies. Therefore, this study aims to determine the role of parental involvement on student agentic engagement during distance learning. The participants were 334 grade 12 students at public high school in Jabodetabek who underwent distance learning. To measure parental interaction, we used Perceptions of Parents Scales (POPS) (Grolnick et al., 1991) and Agentic Engagement Scales (AES) (Reeve, 2013) were used to measure agentic engagement. The research data were analyzed by multiple linear regression to examine the role of parental involvement on student agentic engagement. The results of hypothesis testing show that there is a 4.2% contribution of parental involvement on agentic engagement. Mother's involvement had a greater role (β = .38, p<.01) on student agent engagement when compared to father's involvement (β = .07, p>.05). emphasize that the role of parents, although small, has a significant role in the engagement of their children in school."

"Pada masa pandemi Covid-19, peserta didik diharapkan dapat terlibat dan tetap termotivasi di dalam Pembelajaran Jarak Jauh melalui aplikasi daring yang rentan akan munculnya masalah teknis, dan suasana pembelajaran yang dapat menyebabkan proses pembelajaran tidak berlangsung dengan baik. Penelitian ini bertujuan melihat hubungan antara school climate dan agentic engagement peserta didik kelas 12 SMA dalam PJJ di wilayah Jabodetabek. Alat ukur yang digunakan adalah Agentic Engagement Scale (AES) untuk mengukur agentic engagement dan Delaware School Climate Survey (DSCS-S) untuk mengukur school climate. Melalui teknik convenience sampling, diperoleh partisipan dengan rentang usia 16 – 20 tahun (M = 17.69, SD = 0.84, N = 202). Analisis hasil menunjukkan adanya korelasi yang positif dan signifikan (r = 0.65, p < 0.01) antara school climate dan agentic engagement. Hasil mengindikasikan bahwa semakin baik school climate yang dipersepsikan peserta didik, maka semakin baik pula kontribusi aktif dan proaktif yang dilakukan oleh peserta didik kelas 12 SMA. Implikasi dari penelitian ini adalah penelitian ini dapat dimanfaatkan bagi pihak sekolah untuk menciptakan school climate yang baik agar agentic engagement peserta didik dalam proses pembelajaran dapat terfasilitasi lebih optimal.

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During the Covid-19 pandemic, students are expected to be involved and stay motivated in Distance Learning through online applications that are prone to technical problems, and a learning atmosphere that can cause the learning process to not go well. This study aims to examine the relationship between school climate and agentic engagement of 12th grade high school students in PJJ in Jabodetabek area. The measuring instruments used are Agentic Engagement Scale (AES) to measure agentic engagement and Delaware School Climate Survey-Student (DSCS-S) to measure school climate. Through convenience sampling technique, participants were obtained with an age range of 16 – 20 years (M = 17.69, SD = 0.84, N = 202). Analysis of the results showed a significant correlation (r = 0.65, p < 0.01) between school climate and agentic engagement. The results indicate that the better the perceived school climate, the better the active and proactive contributions made by grade 12 high school students. The implication of this research is that this research can be used by the school community to encourage a good school climate in order to create a more optimal agentic engagement."

"Penelitian ini dilakukan untuk melihat hubungan antara parent attachment dan adaptabilitas karir pada siswa SMA kelas 12. Responden penelitian ini adalah siswa SMA kelas 12 di Jakarta, sebanyak 272 orang. Parent attachment diukur dengan menggunakan alat ukur IPPA-R (Inventory Parent and Peer Attachment Revised) father mother version yang disusun oleh Greenberg dan Armsden (2009). Adaptabilitas karir diukur dengan Skala Adaptabilitas Karir yang disusun oleh Indianti (2015). Hasil penelitian ini menunjukkan bahwa terdapat hubungan positif dan signifikan antara parent attachment dengan adaptabilitas karir (r = 0,281, p<0,01). Artinya semakin tinggi parent attachment, maka semakin tinggi adaptabilitas karirnya. Ditemukan pula bahwa attachment pada ibu berkontribusi lebih besar terhadap adaptabilitas karir, dibandingkan dengan attachment ayah. Berdasarkan hasil penelitian ini, penting untuk membangun attchment antara orangtua dengan remaja agar memiliki adaptabiltas karir yang baik.

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The research aims to get the correlation between parent attachment and career adaptability on 12th grader senior high school students. The participants of this research are the 12th grader senior high school students in Jakarta, amounts 272 students. Parent attachment was measured by measurement tools IPPA-R (Inventory Parent and Peer Attachment Revised) father mother version made by Greenberg and Armsden (2009). On the other hand, career adaptability measured by measurement tools Career Adaptability Scale made by Indianti (2015). The results indicates that there are positive and significant relations between parent attachment and career adaptability (r = 0,281, p<0,01). Which means, the higher amount of parent attachment, the higher career adaptability. Result also showed that mother attachment gives more contributions to career adaptability than father attachment. Based on this results, its important to build attachment betweeen parent and adolescence to have a good career adaptability."

"Skripsi ini terkait interaksi sosial siswa sekolah dasar pada penerapan pembelajaran hybrid di masa pandemi Covid-19 yang dibahas dalam kajian ilmu kesejahteraan sosial. Pembelajaran hybrid merupakan sebuah metode pengajaran di sekolah dengan menerapkan 50% pertemuan tatap muka dan 50% daring. Penelitian dilatarbelakangi dugaan bahwa terdapat masalah dalam pelaksanaan pembelajaran di masa Pandemi Covid-19. Kebutuhan interaksi sosial pada siswa sekolah dasar berpengaruh pada tahap perkembangan anak. Penelitian ini dilakukan dari awal tahun 2022 yang merupakan awal pelaksanaan pembelajaran hybrid. Penelitian ini mengumpulkan data secara kualitatif dengan tujuan deskriptif, melibatkan sebanyak 7 informan yang dipilih secara purposive sampling guna mendapatkan data sesuai kebutuhan. Pengolahan data menggunakan pendekatan kualitatif dari dua sudut pandang yaitu guru dan orangtua terkait interaksi sosial siswa sekolah dasar. Kedua sudut pandang tersebut merupakan bentuk triangulasi yang dilakukan dalam penelitian ini. Hasil penelitian menggunakan pendekatan kualitatif menunjukan adanya suatu peningkatan interaksi sosial yang dialami siswa selama penerapan pembelajaran hybrid. Berbagai bentuk interaksi sosial dilakukan siswa dan mengakibatkan sebuah proses yang asosiatif. Selain dari itu, penelitian ini juga melihat adanya interaksi sosial siswa menjadi suatu pengaruh pada perkembangan anak di tingkat sekolah dasar. Penelitian ini juga menungkapkan ada dua faktor penghambat interaksi sosial para informan siswa sekolah dasar pada penerapan pembelajaran hybrid di masa Pandemi Covid-19 yaitu metode pembelajaran yang terbatas dan protokol kesehatan membatasi aktivitas siswa dalam melakukan interaksi sosial. Jadi kesimpulan dari penelitian adalah interaksi sosial pada siswa sekolah dasar dalam penerapan pembelajaran hybrid di masa Pandemi Covid-19 mempengaruhi perkembangan anak secara positif. Berbagai interaksi sosial yang dilakukan siswa mendorong bentuk proses sosial yang asosiatif. Pada keberlangsungan interaksi yang dijalankan didapat 2 faktor penghambat dari interaksi sosial pada siswa sekolah dasar dalam penerapan pembelajaran hybrid, yaitu pembelajaran yang terbatas dan protokol kesehatan ketat. Hasil penelitian ini diharapkan berkontribusi dalam mata kuliah tingkah laku manusia dan lingkungan sosial pada program studi ilmu Kesejahteraan Sosial FISIP UI.

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This thesis is related to the social interaction of elementary school students in the application of hybrid during the Covid-19 pandemic which was discussed in the study of social welfare science. Hybrid learning is a teaching method in schools by implementing 50% face-to-face meetings and 50% online. The research was motivated by allegations that there were problems in the implementation of learning during the Covid-19 pandemic. The need for social interaction in elementary school students affects the stage of child development. This research was conducted from the beginning of 2022 which is the beginning of the implementation of hybrid. This study collects data qualitatively with descriptive purposes, involving as many as 7 informants who were selected by purposive sampling in order to obtain data as needed. Data processing uses a qualitative approach from two perspectives, namely teachers and parents regarding the social interactions of elementary school students. Both points of view are a form of triangulation carried out in this study. The results of the study using a qualitative approach showed an increase in the social interaction experienced by students during the application of hybrid. Various forms of social interaction are carried out by students and result in an associative process. Apart from that, this study also saw that students' social interactions became an influence on children's development at the elementary school level. This study also revealed that there are two factors that hinder the social interaction of elementary school student informants in the application of hybrid during the Covid-19 pandemic, namely limited learning methods and health protocols limiting student activities in social interaction. The conclusion of the study is that social interaction among elementary school students in the application of hybrid during the Covid-19 pandemic affects children's development positively. Various social interactions carried out by students encourage the form of associative social processes. In the continuity of the interaction that was carried out, there were 2 inhibiting factors from social interaction in elementary school students in the application of hybrid, namely limited learning and strict health protocols. The results of this study are expected to contribute to the subject of human behavior and the social environment in the Social Welfare study program, FISIP UI."