Optimizing Prosocial Behavior Of Elementary School Students Through Discussion-Based Group Guidance Services

Abstract

This study addresses prosocial behavior as a foundation for healthy interpersonal relationships and for the emotional, social, and academic development of elementary school children. In practice, prosocial behavior often develops incidentally and is rarely facilitated through a systematic group-based guidance strategy, creating a gap between social-learning theory and school practice. This study aims to describe the implementation of a discussion-based group guidance service and the dynamics of students’ prosocial development across three aspects: empathy, cooperation, and sharing. A qualitative approach with a descriptive design was applied to fifth-grade students of SDN 1 Karangpawitan, Ciamis, selected purposively. Data were collected through participatory observation, interviews with the classroom teacher and students, and documentation, then analyzed using the Miles and Huberman interactive model comprising data reduction, data display, and conclusion drawing; trustworthiness was ensured through technique and source triangulation. The guidance program was designed systematically from a needs analysis and delivered in six structured sessions, each following opening, core, and closing stages in which students shared roles, discussed problems, and presented results. The findings indicate that discussion-based group guidance optimized students’ prosocial behavior: empathy increased through active listening and appreciation of peers, cooperation strengthened through equitable task-sharing and responsibility, and sharing grew through openness in offering help and ideas. The service is a viable, contextual model that supports the SDGs, particularly quality education.