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Articles

Vol. 1 No. 2 (2026): September 2026

Assistance with School Environment Introduction Period (MPLS) Activities Through Ice Breaking to Support the Adaptation of New Grade I Students at Sdn Sukasari 1

Submitted
July 28, 2026
Published
2026-09-30

Abstract

The transition from Kindergarten (TK) to Elementary School (SD) is quite a difficult period for children, especially for those who are just starting in grade 1. This is also seen in new students at SDN Sukasari 1, where many of them still feel awkward, have low self-confidence, and face challenges in interacting with teachers and classmates during the Introduction to the School Environment Period (MPLS). This condition is in line with research showing that new students are in the pre-operational phase according to the cognitive model described by Jean Piaget, who stated that they need support and appropriate introduction to be able to adapt well. This activity was designed to demonstrate the role of student mentoring for the Student Work Lecture (KKM) in supporting the adjustment of new students in grade 1 by creating a pleasant learning atmosphere. One approach used was ice breaking through various interactive games, cheering applause, and singing activities together. The method applied was descriptive qualitative by conducting participatory observations, interviews with class teachers, and documenting activities during the MPLS. The findings from this activity indicate that the application of ice breaking is able to create a more friendly atmosphere, encourage students to be more courageous in interacting well with teachers and friends, and help increase their self-confidence, in line with research showing that ice breaking can help students who tend to be shy or lack confidence to be more open and courageous in communicating. In conclusion, mentoring during MPLS by KKM students with the ice breaking approach has proven effective in facilitating the social and emotional adaptation process for new students in grade I of SDN Sukasari 1

References

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